| Dyslexia is a learning disorder. Its underlying cause may be neurological in nature, but from there, the systems involved splay out into visual, language, etc. FMRI has been use to demonstrate differences in the dyslexic brain patterns, but much research still needs to be done to apply this information. The disorder can be partially compensated for with appropriate therapy. In addition to the typical forms of dyslexia, there are numerous related disorders: Scotopic sensitivity syndrome is a form of dyslexia which makes it very difficult for a person to read black text on white paper, particularly when the paper is slightly shiny. Dyspraxia- a neurological disorder characterised by a marked difficulty in carrying out routine tasks involving balance, fine-motor control, and kinesthetic coordination. Verbal Dyspraxia- a neurological disorder characterised by marked difficulty in the use of speech sounds, which is the result of an immaturity in the speech production area of the brain. Dysgraphia- a neurological disorder characterised by distorted and incorrect writing. Dyscalculia- a neurological disorder characterised by a problem with learning fundamentals and one or more of the basic numerical skills. Often people with this disorder can understand very complex mathematical concepts and principles but have difficulty processing formulas and even basic addition and subtraction. ***************************************************************************** Reading and related language-based learning disabilities Signs and Symptoms Reads slowly and painfully Experiences decoding errors, especially with the order of letters Shows wide disparity between listening comprehension and reading comprehension of some text Has trouble with spelling May have difficulty with handwriting Exhibits difficulty recalling known words Has difficulty with written language May experience difficulty with math computations Decoding real words is better than nonsense words Substitutes one small sight word for another: a, I, he, the, there, was Strategies Provide a quiet area for activities like reading, answering comprehension questions Use books on tape Use books with large print and big spaces between lines Provide a copy of lecture notes Don’t count spelling on history, science or other similar tests Allow alternative forms for book reports Allow the use of a laptop or other computer for in-class essays Use multi-sensory teaching methods Teach students to use logic rather than rote memory Present material in small units ********************************************************** Symptoms of Dyslexia Summary of Warning Signs DISCLAIMER: No two people with dyslexia are exactly alike because dyslexia ranges from mild to moderate to severe to profound. Some people with dyslexia also have AD/HD. Therefore, someone with dyslexia may not have every single symptom listed below. But they will have many of them. Professional testers look for a "constellation" or cluster of symptoms in the following areas. If someone struggles with spelling, is a slow reader who has a difficult time sounding out unknown words, and has difficulty getting their great thoughts down on paper in acceptable form, AND that person has 3 or more of these classic warning signs, it is worth getting that person tested for dyslexia. These problems are unexpected when compared to the person's proven abilities in other areas. NEW: One page summary sheet of the warning signs of Dyslexia. One is also available on the warning signs of ADD/ADHD. We will mail them to you, FREE. Just click here, then type in your home or work mailing address. NEW: Watch our "Could it be Dyslexia?" video online - FREE. Just click here to watch it online. Back to top Pre-school and kindergarten warning signs If three or more of these warning signs exist, especially if there is dyslexia or AD/HD in the family tree, the child should be tested for dyslexia when the child becomes five years old. Also, phonemic awareness games and other reading readiness activities should be done daily during the preschool years. • delayed speech (not speaking any words by the child's first birthday. Often, they don't start talking until they are two, two-and-a-half, three, or even older.) • mixing up sounds in multi-syllabic words (ex: aminal for animal, bisghetti for spaghetti, hekalopter for helicopter, hangaberg for hamburger, mazageen for magazine, etc.) • early stuttering or cluttering • lots of ear infections • can't master tying shoes • confusion over left versus right, over versus under, before versus after, and other directionality words and concepts • late to establish a dominant hand May switch from right hand to left hand while coloring, writing, or doing any other task. Eventually, the child will usually establish a preferred hand, but it may not be until they are 7 or 8. Even then, they may use one hand for writing, but the other hand for sports. • inability to correctly complete phonemic awareness task • despite listening to stories that contain lots of rhyming words, such as Dr. Seuss, cannot tell you words that rhyme with cat or seat by the age of four-and-a-half • difficulty learning the names of the letters or sounds in the alphabet; difficulty writing the alphabet in order • Trouble correctly articulating R's and L's as well as M's and N's. They often have "immature" speech. They may still be saying "wed and gween" instead of "red and green" in second or third grade. Back to top Reading and Spelling People with dyslexia do not make random reading errors. They make very specific types of errors. Their spelling reflects the same types of errors. Watch for these errors: Reading: • can read a word on one page, but won't recognize it on the next page. • knows phonics, but can't—or won't—sound out an unknown word. • slow, labored, inaccurate reading of single words in isolation (when there is no story line or pictures to provide clues) When they misread, they often say a word that has the same first and last letters, and the same shape, such as form-from or trial-trail. they may insert or leave out letters, such as could-cold or star-stair. they may say a word that has the same letters, but in a different sequence, such as who-how, lots-lost, saw-was, or girl-grill. • when reading aloud, reads in a slow, choppy cadence (not in smooth phrases), and often ignores punctuation • becomes visibly tired after reading for only a short time • reading comprehension may be low due to spending so much energy trying to figure out the words. Listening comprehension is usually significantly higher than reading comprehension. • directionality confusion shows up when reading and when writing b-d confusion is a classic warning sign. One points to the left, the other points to the right, and they are left-right confused. b-p, n-u, or m-w confusion. One points up, the other points down. That's also directionality confusion. • Substitutes similar-looking words, even if it changes the meaning of the sentence, such as sunrise for surprise, house for horse, while for white, wanting for walking • When reading a story or a sentence, substitutes a word that means the same thing but doesn't look at all similar, such as trip for journey, fast for speed, or cry for weep • Misreads, omits, or even adds small function words, such as an, a, from, the, to, were, are, of • Omits or changes suffixes, saying need for needed, talks for talking, or late for lately. Spelling: • Their spelling is far worse than their reading. They sometimes flunk inventive spelling. They have extreme difficulty with vowel sounds, and often leave them out. • With enormous effort, they may be able to "memorize" Monday's spelling list long enough to pass Friday's spelling test, but they can't spell those very same words two hours later when writing those words in sentences. • Continually misspells high frequency sight words (nonphonetic but very common words) such as they, what, where, does and because— despite extensive practice. • Misspells even when copying something from the board or from a book. • Written work shows signs of spelling uncertainty--numerous erasures, cross outs, etc. Back to top Handwriting Dysgraphia Also known as a visual-motor integration problem, people with dyslexia often have poor, nearly illegible handwriting. Signs of dysgraphia include: • Unusual pencil grip, often with the thumb on top of the fingers (a "fist grip") • Young children will often put their head down on the desk to watch the tip of the pencil as they write • The pencil is gripped so tightly that the child's hand cramps. The child will frequently put the pencil down and shake out his/her hand. • Writing is a slow, labored, non-automatic chore. • Child writes letters with unusual starting and ending points. • Child has great difficulty getting letters to "sit" on the horizontal lines. • Copying off of the board is slow, painful, and tedious. Child looks up and visually "grabs" just one or two letters at a time, repeatedly subvocalizes the names of those letters, then stares intensely at their paper when writing those one or two letters. This process is repeated over and over. Child frequently loses his/her place when copying, misspells when copying, and doesn't always match capitalization or punctuation when copying—even those the child can read what was on the board. • Unusual spatial organization of the page. Words may be widely spaced or tightly pushed together. Margins are often ignored. • Child has an unusually difficult time learning cursive writing, and shows chronic confusion about similarly-formed cursive letters such as f and b, m and n, w and u. They will also difficulty remembering how to form capital cursive letters. Back to top Quality of Written Work People with dyslexia usually have an "impoverished written product." That means there is a huge difference between their ability to tell you something and their ability to write it down. They tend to: • avoid writing whenever possible • write everything as one very long sentence • not understand that a sentence has to start with a capital letter and end with punctuation • be confused about what is a complete sentence versus a fragment • misspell many words—even though they often use only very simple one-syllable words that they are "sure" they know how to spell • take an unusually long time to write, due to dysgraphia • have nearly illegible handwriting, due to dysgraphia • use space poorly on the page; odd spacing between words, may ignore margins, sentences tightly packed into one section of the page instead of being evenly spread out • do not notice their errors when "proofreading." They will read back what they wanted to say, not what is actually on the page. Back to top Directionality Most dyslexic children and adults have significant directionality confusion. • Left-Right confusion: o Even adults have to use whatever tricks their mother or teacher taught them to tell left from right. It never becomes rapid and automatic. o A common saying in household with dyslexic people is, "It's on the left. The other left." o That's why they are b-d confused. One points to the left and one points to the right. o They will often start math problems on the wrong side, or want to carry a number the wrong way. • Up-Down confusion: o Some children with dyslexia are also up-down confused. They confuse b-p or d-q, n-u, and m-w. • Confusion about directionality words: o First-last, before-after, next-previous, over-under o Yesterday-tomorrow (directionality in time) • North, South, East, West confusion: o Adults with dyslexia get lost a lot when driving around, even in cities where they've lived for many years • Often have difficulty reading or understanding maps. Back to top Sequencing steps in a task Learning any task that has a series of steps which must be completed in a specific order can be difficult. That's because you must memorize the sequence of steps, and often, there is no logic in the sequence. These tasks are usually challenging for people with dyslexia: • Tying shoelaces: this task not only has a series of steps, but many steps have directionality as part of them. Many children do not master this task until they're teenagers. • Printing letters: the reason they form letters with such unusual beginning and ending points is that they can't remember the sequence of pencil strokes necessary to form that letter. So they start somewhere and then keep going until the letter looks approximately right. • Doing long division: to successfully complete a long division problem, you must do a series of five steps, in exactly the right sequence, over and over again. They will often know how to do every step in the sequence, but if they get the steps out of sequence, they'll end up with the wrong answer. • Touch typing: learning to touch type is an essential skill for people with dysgraphia. But it is usually more difficult (and requires much more effort) for a dyslexic child to learn to type. Not only are the keys on the keyboard laid out in a random order (which requires rote memorization). Back to top Rote memory of non-meaningful facts Memorizing non-meaningful facts (facts that are not personally interesting and personally relevant) is extremely difficult for most dyslexic children and adults. In school, this leads to difficulty learning: • Multiplication tables • Days of the week or months of the year in order • Science facts: water boils at 212 degrees Fahrenheit, the speed of light is 186,000 miles per second, etc. • History facts: dates, names, and places. Dyslexic students do well in history classes that emphasize why some event happened, and the consequences of that event, rather than rote memorization of dates and names. Back to top Telling time on a clock with hands People with dyslexia have extreme difficulty telling time on a clock with hands: • When asked what time it, they may say something ridiculous, such as, "It's ten past quarter to." • They may be able to tell whole hours and half hours (5:00, 5:30, etc.) but not smaller chunks, such as 5:12. • Concepts such as before and after on a clock are confusing. o Therefore, time arithmetic is impossible. • Getting them a digital clock only helps a little bit. o Now they can tell what time it is at the moment, but if you tell them to be home in 15 minutes, they can't figure out when that would be. Back to top Extremely messy bedrooms People with dyslexia have an extremely difficult time organizing their belongings. They tend to pile things rather than to organize them and put them away. It is almost as though if they can't see item (if it is behind a door or in a drawer), they will forget where it is. So they have extremely messy bedrooms, lockers, desks, backpacks, purses, offices, and garages. Back to top Math Difficulties People with dyslexia are often gifted in math. Their three-dimensional visualization skills help them "see" math concepts more quickly and clearly than non-dyslexic people. Unfortunately, difficulties in directionality, rote memorization, reading, and sequencing can make the following math tasks so difficult that their math gifts are never discovered. • Memorizing addition and subtraction facts • Memorizing multiplication tables • Remembering the sequence of steps in long division • Reading word problems • Copying an answer from one spot to a different spot • Starting a math problem on the wrong side • Showing their work o They often "see" math in their head, so showing their work in almost impossible. • Doing math rapidly • They often excel at higher levels of math, such as algebra, geometry, and calculus—if they have a teacher who works around the math problems caused by their dyslexia. Back to top Co-existing Conditions Attention Deficit Disorder (with or without Hyperactivity) Attention Deficit Disorder is a completely separate condition than dyslexia. However, research has shown that at least 40% of people with dyslexia also have AD/HD. Light Sensitivity (Scotopic Sensitivity) A small percentage (3% to 8%) of people with dyslexia also have light sensitivity (sometimes called scotopic sensitivity). These people have a hard time seeing small black print on white paper. The print seems to shimmer or move; some see the rivers of white more strongly than the black words. These people tend to dislike florescent lighting, and often "shade" the page with their hand or head when they read. Colored plastic overlays and/or colored lenses can eliminate the harsh black print against white paper contrast, and may make letters stand still for the first time in someone's life. However, the plastic overlays or colored lenses will not "cure" dyslexia, nor will they teach a dyslexic person how to read. Back to top Significant Strengths of people with dyslexia Although their unique brain architecture and "unusual wiring" make reading, writing, and spelling difficult, most people with dyslexia have gifts in areas controlled by the right hemisphere of the brain. The right side controls: • artistic skill • athletic ability • musical ability • mechanical ability • people skills • 3-D visual-spatial skills • vivid imagination • intuition • creative, global thinking • curiosity Back to top Good careers for people with dyslexia You'll find people with dyslexia in every field. However, many excel and become "super stars" in the following fields: • architecture • interior or exterior design • psychology • teaching • marketing and sales • culinary arts • woodworking • carpentry • performing arts Back to top • athletics • music • scientific research • engineering • computers • electronics • mechanics • graphic arts • photography Famous Dyslexics Famous Dyslexics: What they remember The following people had either dyslexia, ADHD, or both. These people succeeded BECAUSE of their dyslexic gifts, not despite their dyslexia. The starting list was created by the Kitty Petty Institute, but it has been added to for years. If you have an addition to this list, please e- mail it to Susan@BrightSolutions.US . Actors or Entertainment Industry Figures: Henry Winkler (The Fonz) Tom Cruise Whoopi Goldberg Danny Glover Harry Anderson Daniel Stern Bill Cosby's brother and son Steven Spielberg Zsa Zsa Gabor Dustin Hoffman Steve McQueen Jack Nicholson Tom Smothers Suzanne Somers Sylvester Stallone Robin Williams Lindsay Wagner George C. Scott George Burns Anthony Hopkins Bob Jimenez (TV anchorman) Tracey Gold Steven J. Cannell Jay Leno Woody Harrelson Jamie Oliver, "The Naked Chef" Brian Grazer, producer of "A Beautiful Mind" Edward James Olmos Tracey Gold, "Growing Pains" Walt Disney Quentin Tarantino Lara Flynn Boyle Keira Knightley Dom Delouise Dave Foley Bruce McCulloch Patrick Dempsey Orlando Bloom Sports: Magic Johnson Greg Louganis (Olympic diver) Bruce Jenner Jackie Stewart, inducted into the Grand Prix Hall of Fame Dexter Manley, former NFL player Carl Lewis Pete Rose Nolan Ryan Billy Blanks, Captain of 1980 U.S. Olympic Karate Team, Creator of Tae-Bo Terry Bradshaw Rulon Gardner, Gold Medal Winner in Greco-Roman wrestling, 2000 Summer Olympics Adam Heidt, Luge competitor Jim Shea, Jr., Gold Medal Winner in Skeleton, 2002 Winter Olympics Stan Wattles, Indy race car driver Mohammad Ali, boxer Ellie Hawkins, rock climber Eric Wynalda, professional soccer player Neil Smith, NFL Don Coryell, San Diego football coach (NFL & NCAA) Duncan Goodhew, Swimmer Bob Anderson, coach of Olympic wrestling team Politicians: Winston Churchill Benjamin Franklin Woodrow Wilson Nelson Rockefeller Thomas Kean, governor of New Jersey Gaston Caperton, governor of West Virginia Frank Dunkle, director of the U.S. Fish and Wildlife Service John F. Kennedy Robert Kennedy Luci Baines Johnson Nugent Congresswoman Carolyn McCarthy James Carville, Political Analyst Peter Leonard, member, State House of Representatives, New Hampshire Julius Caesar Andrew Jackson Franklin D. Roosevelt Anwar Sadat Gavin Newsom, mayor of San Francisco John Hickenlooper, mayor of Denver Military: General George Patton Dwight D. Eisenhower General Westmoreland Napoleon Bonaparte Artists: Rodin Leonardo da Vinci Gustave Flaubert Robert Rauschenberg Chuck Close, artist (photorealist portraits) Margaret Whittington Allison Merriweather Scott Adams (creator of Dilbert comic strip) Charles Schulz (creator of Peanuts comic strip) Ansel Adams Fredrick Law Olmsted, Landscape Engineer: designed Central Park in New York City and Chicago's Grant Park Robert "Bob" Fowler, Sculptor & jewelry maker Robert Toth Mark Wilkinson, kitchen & furniture designer Martha Sturdy, Designer P. Buckley Moss Michelangelo Pablo Picasso Vincent Van Gogh Musicians: Harry Belafonte Cher Beethoven John Lennon Mozart Aimee Osbourne (Ozzie's eldest) Jewel Science & Medicine: Thomas Edison Michael Faraday James Clerk Maxwell Nicolai Tesla Albert Einstein Alexander Graham Bell The Wright Brothers Benjamin Franklin Henry Ford Galileo Steven Hawkings Louis Pasteur Tom Francis (AIDS researcher) Jack Horner (paleontologist) Baruj Benacerraf, MD (winner of the Nobel prize in Physiology) Charles "Pete" Conrad (astronaut) Dr. Fred Epstein, Brain Surgeon Dr. Edward Hollowell (ADD Specialist) Dr. Larry Silvers (ADD Specialist) Paul MacCready, "Engineer of the Century", invented "Gossamer Condor" Dr. Harvey Cushing, Father of Modern Brain Surgery Charles Darwin William Spicer Dr. Delphos Cogrove, CEO of the Cleveland Clinic Foundation Writers and Poets: William Butler Yeats Agatha Christie F. Scott Fitzgerald Hans Christian Anderson Richard Cohen, syndicated columnist for the Washington Post Marc Flanagan, TV writer and producer Elizabeth D. Squire Edgar Allen Poe Thomas Thoreau Jules Verne John Irving Elizabeth Daniels Squire Robert Scheer Fanny Flagg, wrote "Fried Green Tomatoes" Richard Ford, wrote "Independence Day" Patricia Polacco, Author and Illustrator of children's books Norla Chee, Native American Poet Victor Villasenor, Mexican-American Writer Debbie Macomber, Novelist John Schumacher, Cookbook Author and Chef Mark Twain John Grisham Entrepreneurs & Business Leaders: Charles Schwab Bill Hewlett, co-founder of HP Richard C. Strauss, real-estate financier Mark Torrance, CEO, Musak Corporation Malcolm Goodridge III, senior vice president, American Express William Doyle, chairman, William Doyle Auction Galleries of New York Paul J. Orfalea, founder and chairman, Kinko's copy shops G. Chris Anderson, vice-chairman of PaineWebber Weyerhauser family William Wrigley, Jr. Russell Varian Craig McCaw (McCaw Cellular) Fred Friendly (former CBS News president) David Murdock, CEO, Dole Foods John Chambers, CEO, Cisco Systems Richard Branson, Founder, Virgin Corporation (Airline, Records) Diane Swonk, Bank One Tommy Hilfiger, Fashion Designer Donald Winkler, CEO of Ford Motor Credit Horst Rechelbacher, Founder of Aveda Corporation Other: Ann Bancroft, arctic explorer Roger W. Wilkins, scholar and head of the Pulitzer Prize Board Hugh Newell Jacobsen, famous architect, winner of 90 different awards for design, including 20 Architectural Record Awards for the best house design of the year. Son of former U.S. President, George H.W. Bush Prince Charles Erin Brockovich, Enviromental Activist Dexter Scott King, son of Dr. Martin Luther King, Jr. & President & CEO of The King Center in Atlanta, GA Peter W.D. Wright, Special Education Attorney |
| What is Dyslexia by Shelley Tzorfas QUESTION: I have heard the term Dyslexia. Some experts say my child does not have it because he does not simply reverse letters or confuse a "d" with a "b". So what is it really? ANSWER: The term Dyslexia was once mentioned in a dictionary as reversing letters or seeing backwards nearly 100 years ago. Other well-meaning definitions such as "phoneme problem", are wordy, hard to interpret, or to understand. Some terms make it seem as if dyslexics have little problems once the school day ends. ...Read more As a dyslexic myself, I use a definition that seems to cover some of these misunderstandings and/or confusion: Dyslexia is a processing of information problem, either in the visual, auditory, or kinesthetic mode. There are many types of this condition including Dysgraphia, Dyscalculia/Dysnomia, and Dyspraxia; messy handwriting, difficulty with math and writing numbers, and physical clumsiness. Without getting too technical I personally find Dyslexia more often than not an auditory processing of information problem than a visual problem. The student may be asked verbally to follow five instructions, but he or she processes language more slowly. Although their ears work just fine, they only process two or three instructions while believing they did all that was asked. "Mom, I did what you said," they insist, seeming argumentative all the while. Actually, they are telling the truth, based on what they heard! Another issue is the continual admonishing they receive, for example "If you would just stop talking and listen for a change, then you will understand". Actually, (sorry folks) some need to talk and listen in order to understand because their brain works differently from others. This talk is a form of "checking in" what they are trying to learn. So telling them to just wait till you are done explaining to ask questions sounds logical, but the child will not be able to remember their questions. You are talking normally, but they are overwhelmed with the information and tune out as a form of self-preservation. The teacher becomes annoyed that the student isn't listening when in fact they are trying to listen. They just don't learn auditorially, and need to see pictures. Also, they may need to use their hands to process information. Take a computer for example. Imagine that there is no keyboard and no mouse. Yet the components that make up the brain are there. You must move the mouse and touch the keyboard to access the information by the brain. That is how some kids need to learn, by moving their hands, or kinesthetically. The information goes up through the hand, arm, and into the brain, much like a computer mouse. Examples of kinesthetic people include carpenters, electricians, plumbers and artists. Now you may notice that some students need to hear slowly to process information. Even instructions as simple as "get out your textbook, turn to page thirty-five, and answer questions six, seven and eight," must be repeated. Students querying "What page did you say?", "Answer which questions?" may be perceived as pulling your leg, but they are not at all. How can such a child who needs every request be repeated be such a fast talker? The irony is that they themselves have access to what they are thinking. The biggest dilemma is often that the really simple, low level stuff is hard, while high level complex material is easier for them. While ;most people learn in a linear fashion, step by step, these special needs students do not. Dyslexics often hear someone say, "How can someone as smart as you be so stupid?" For instance, let's say you taught your child addition, then subtraction, then onto multiplication. The multiplication times tables can actually delete the information they had when they knew their addition facts. So if you are wondering what to do, try teaching two steps backwards -- review, review - then one step ahead. This might mean addition facts, subtraction, then the times tables. However, the irony here is this same child may actually be able to perform algebra and other higher forms of math yet still struggle with the times tables. At the same time, most educational institutions tend to drill the times tables over and over, never putting the child into algebra to see how he or she might fare there. Also, there is a kind of "retrieval Dyslexia" where students know the name of something they have studied for an exam. But they are completely unable to remember it during the test. Nevertheless, a few hours later when not under pressure, they recall it with ease. It's as if they placed the information into a filing cabinet in their brain, then couldn't find the right drawer or file to get at it! Because they don't learn in a linear fashion, they also perceive the world differently, in an out-of-the box fashion. So a problem difficult for others might seem easy for them. This is why so many famous inventors, designers, actors, scientists and other innovators are able achieve what others could not. Einstein, Tom Cruise, Whoopi Goldberg, Da Vinci, and such presidents as Washington and Kennedy are reportedly dyslexics. My personal favorite is Walt Disney. Can you imagine the world without Mickey and Minnie Mouse cartoons, and Disneyworld? One of today's major classroom buzzwords is the "multisensory" approach. This frequently refers to the use of visual, auditory and kinesthetic materials, and activities in hopes that more knowledge might stick to some students at least some of the time. I would recommend that teachers and parents discover which of these styles fits their special needs student. A simple way to start is to find out whether they need to listen then read, or use their hands then listen. One of these areas is usually weaker. I have even had visual learners who have a problem with their eyes. Importantly, kids who usually get a new toy and start putting it together by trial and error without reading the instructions tend to be kinesthetic. But what works for one dyslexic may not work for another. You can also test children by asking them to write the alphabet, starting at some point in the middle, such as the letter 'r'. Dyslexics often have to recite to themselves a-b-c-d-e-f-g, until they reach the letter 'r', while others can just write r-s-t-u-v, etc. without compensating strategies. Did you ever have an old radio with too much static? You take it into another room only to find its reception clear as a bell? Sometimes there's a glitch in the wiring, and that's what Dyslexia is like. This leads me to another point. Some kids can only understand what they read silently to themselves, while others must move their lips, and read slightly out loud. If their compensation strategy is moving their lips, then let them move their lips. Some need absolute quiet, while others need noise in the background. So while the no-TV rule is optimal for some, it's not the best for all. I remember when finding out about my Dyslexia that I used to go to a diner to read, study, or write while preparing for a college exam. It was the clanging of the dishes and orders for cheeseburgers, and the motion in the background that got me able to absorb my reading material. I am sorry to say that we dyslexics as a population are high maintenance. On the other hand, when placed into areas of strengths we become successful. Not only in spite of our learning differences, but sometimes because of them. |
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