Reading And Dyslexia

Learn to Read for Kids with Dyslexia is the definitive activity workbook to improve phonemic awareness, dysgraphia, and auditory processing disorder (APD) for kids ages 7-12. For kids with an official dyslexia diagnosis, or kids struggling with dyslexia related symptoms, learning to read can be challenging. Using a targeted approach to skill development, Learn to Read for Kids with Dyslexia applies the latest research-based learning methods to games and activities that strengthen auditory discrimination skills, support letter formation in writing, and most importantly--make reading fun. Specifically designed for kids ages 7-12, these engaging activities offer children daily opportunities to practice and hone their reading skills, instead of more homework for your child or student. With icons that designate skill building in phonemic awareness, dysgraphia, and APD for each activity, this workbook allows parents and teachers to focus on strengthening specific areas that will help kids become lifelong readers. From rhyme triangles to letter tracing mazes, Learn to Read for Kids with Dyslexia offers an entertaining and effective approach to reading with: 101 illustrated games and activities that include word association, picture association, matching, coloring, listening, writing with sounds, and races 6 research-based learning methods such as phonological awareness training, phonemic awareness training, multisensory instruction, overlearning, explicit phonics instruction, and more! A flexible program that can be used one-on-one or in a small group Learn to Read for Kids with Dyslexia makes reading enjoyable and rewarding with fun-filled games and activities that teach children how to read fluently and confidently.

The real-life, classic story of a dyslexic girl and the teacher who would not let her fail. A perfect gift for teachers and for reading students of any age. Patricia Polacco is now one of America's most loved children's book creators, but once upon a time, she was a little girl named Trisha starting school. Trisha could paint and draw beautifully, but when she looked at words on a page, all she could see was jumble. It took a very special teacher to recognize little Trisha's dyslexia: Mr. Falker, who encouraged her to overcome her reading disability. Patricia Polacco will never forget him, and neither will we. This inspiring story is available in a deluxe slipcased edition, complete with a personal letter to readers from Patricia Polacco herself. Thank You, Mr. Falker will make a beautiful gift for the special child who needs encouragement&150or any special teacher who has made a difference in the child's life.

Covering everything parents need to know when a child has dyslexia, this is the go-to guide on the topic covering diagnosis, assessment, emotional support and communicating with school. Drawing on the expertise of the BDA, this book provides proven guidance and practical advice from leading experts in the field.

A must-have guide for any parent or teacher of a child struggling to learn to read, this essential resource begins by answering the question "What is Dyslexia?" The authors have masterfully selected and distilled the most significant research in the field to provide clear and detailed explanations of the: 1) widely accepted research-based definition of dyslexia; 2) identification and treatment of dyslexia at various stages of development; 3) emotional consequences of reading difficulties; 4) current research on the role of genetics and the brain; 5) essential elements of effective reading instruction; and 6) treatment options for the most severe cases of dyslexia and other reading problems.

The chapters in this volume are based on presentations made at a recent conference on cognitive and linguistic foundations of reading acquisition. The researchers who participated have all made contributions to the theoretical and empirical understanding of how children learn to read. They were asked to address not only what they have learned from their research, but also to discuss unsolved problems. This dialogue prompted numerous questions of both a theoretical and applied nature, generated heated debate, and fueled optimism about the important gains that have been made in the scientific understanding of the reading process, especially of the critical role played by phonological abilities.

This book provides an understanding not only of dyslexia but also of the broader population of weaker readers and presents information on how to help them. Understanding Dyslexia and the Reading Process presents dyslexia against a background of normal reading development, and in the context of child development, taking into account multiple factors that affect how well a child overcomes or compensates for dyslexia. Case examples are presented throughout to illustrate specific skill weaknesses. Dyslexia research provides considerable knowledge about how to help all children who do not learn to read on schedule. The final two chapters of the book deal with the history and nature of reading instruction, and how we can improve the teaching of reading in our schools. For anyone interested in reading development.

This book provides a unique and accessible account of current research on reading and dyslexia in different orthographies. While most research has been conducted in English, this text presents cross-language comparisons to provide insights into universal aspects of reading development and developmental dyslexia in alphabetic and non-alphabetic languages. The book brings together contributions from a group of leading literacy researchers from around the world. It begins by examining the development of language skills in monolingual speakers of alphabetic and non-alphabetic languages; it then explores literacy acquisition in bilingual children learning to read in languages with different spelling-sound rules, including English, French, Greek, Welsh and Japanese. The second section is devoted to developmental dyslexia in monolingual and bilingual speakers of different languages and examines the impact of variations in orthography on the symptoms and aetiology of dyslexia. The final section explores the contribution of brain imaging to the study of impaired and unimpaired reading, giving an up-to-the-minute picture of how the brain deals with different languages and writing systems. This is ideal reading for advanced undergraduates and postgraduates who have an interest in language acquisition, reading and spelling, as well as speech and language therapists, teachers and special educational needs professionals.

For students who struggle with learning to read, time is of the essence. Dyslexia Defused: Reading Struggles and Reading Solutions offers an effective and efficient instructional plan to expedite mastery. Supplementing the strongest elements of research-based programs, the original strategies readily apply to all levels of reading instruction (developmental, corrective, remedial, and adult literacy). The novel and concise techniques address all task components: phonics, decoding, sight vocabulary, oral reading, fluency, contextual analysis, and comprehension. Furthermore, contributing factors that delay reading mastery and are most often overlooked in current reading programs are identified and treated. Finally, this book underscores the social and emotional impact of reading failure on the child and those who support him or her.

In long-ago 1999, the Dyslexia Institute and Plenum Press conceived a plan for two books which would gather the best of current knowledge and practice in dyslexia studies. This would benefit those—but not only those—many individuals who train with us, acquiring a postgraduate certificate and diploma with our higher education partner, the University of York. Since then, the century changed, the hinge of history creaked and Plenum was taken over by Kluwer Academic Publishers, but the first of the pair, Dyslexia in Practice, emerged quickly and on schedule (Townend and Turner, 2000). Written by staff and close associates of the Institute, its chapters were produced under close scrutiny and with the expedition of a command economy. To our delight, the book has seen a success which went beyond the dreams of its editors: it has been adopted by other courses similar to our own and is widely referred to. The same was never likely to be true of The Study of Dyslexia, which was envisaged as a theoretical companion volume written by authors and researchers of international repute. Nearly five years after the idea first took shape, this second volume now arrives to complete the enterprise, but it has been a very different project.

There are a lot of children (and adults) who struggle with reading. Some are helped by their schools, some are not. In this short booklet, Pamela Brookes shares some of the basic information she wishes she'd had when she was first trying to figure out how to help her child learn to read. Teaching A Struggling Reader: One Mom's Experience with Dyslexia is filled with links to informational and product resources for parents or teachers. It is geared to people who want to educate themselves in the methods that are effective in teaching those with dyslexia. It also contains photos demonstrating basic techniques like "Tapping" (using one's fingers to aid in sounding out words) and "Making your bed" to differentiate between "b" and "d." This Third Edition includes new information and new links including the social and economic impacts of illiteracy. It also contains information on Early Intervention, including what parents can do if they suspect their young child may have dyslexia during the toddler and preschool years, and a section on What if It's NOT Dyslexia. This is a booklet that can be read in one sitting. However, there are ample links to provide an even greater experience. The hyperlinks are active in the e-book format. All DOG ON A LOG Books follow a systematic, structured literacy/Orton-Gillingham based phonics sequence.