While one might reasonably think that all children live their lives in a mess, this is particularly so for dyslexic children and students. They often have real difficulties with planning and thinking ahead to when a book or pen might be needed next (Dyslexia Symptoms in a Dyslexic Pupil or Student, n.d.).
A very bright child who has dyslexia may not be identified until later because they are able to compensate enough to maintain average grades. Usually by the fourth grade, when the task changes from learning to read to reading to learn, they will begin to fall behind. Some students with dyslexia may be able to get by until high school or college before they encounter significant problems. Failure to recognize dyslexia can lead to significant frustration, loss of motivation for school, depression, and lifelong educational and occupational underachievement (Dyslexia, 2009).
Dyslexia is a very difficult disorder to diagnose. There are many things that a psychologist or other health professional reviews in order to diagnose the disability. The testing that is done determines the child's functional reading level and compares it to reading potential, which is evaluated by an intelligence test. All facets of the reading process are examined to pinpoint where the breakdown is occurring. The testing additionally looks at how a child takes in and processes information and what the child does with the information. The tests are used to determine whether a child learns better by hearing information (auditory), looking at information (visual), or doing something (kinesthetic). They also determine whether a child performs better when allowed to give information by saying something or by doing something with their hands. The tests also assess how all of these sensory systems (modalities) work in conjunction with each other (Dyslexia, 2010).
Treatment for dyslexia consists of using educational tools in order to enhance a person's ability to read. Medicines and counseling are not used to treat dyslexia. An important part of treatment is educating oneself about the condition. The sooner that dyslexia is recognized and addressed, the better off a person is. Beginning treatment when a child is young can improve reading...
Language Impairments: Evidence-Based Interventions Language Impairment Interventions Evidence-Based Interventions for Pediatric Language Impairments Evidence-Based Interventions for Pediatric Language Impairments So strong is the genetic impulse driving language acquisition that all children will learn to speak some form of language (Sousa, 2011, p. 28, 196). This fact suggests that the remaining question confronting children, parents, educators, and society is how well these skills are learned. Problems encountered along the way, however, can sometimes have a
Mind and the Brain by Schwartz and Begley In their book, The Mind and the Brain: Neuroplasticity and the Power of Mental Force, Jeffrey Schwartz and Sharon Begley look into the concept of the mind as something separate and distinct from the physical brain. They do so by beginning with a discussion of behaviorism, an approach that has had tremendous influence on the world of psychology, not just in theory
Self-Esteem and Stress Life is a continuous journey, one that is filled with a rollercoaster of emotions and learning experiences. Throughout the journey of life, all individuals inevitably encounter potentially stressful situations, i.e., death of a parent, friend, or lover; divorce; drug and/or alcohol abuse; financial difficulties; traumatic breakup; unemployment; etc. Individuals generally react to stressful situations in one of two ways. First, some individuals use stressful situations as a motivator,
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