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Leaping Literacy Dyslexia Therapy LLC
Leaping Literacy Dyslexia Therapy LLC
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    • Home
    • Signs of Dyslexia
    • Services
    • About
    • Parent Resources
    • Dyslexia Info
    • Dyslexia Myths
    • Gallery
    • Advocacy
    • FAQ
    • Contact
    • Join Our Team

334-744-1074


  • Home
  • Signs of Dyslexia
  • Services
  • About
  • Parent Resources
  • Dyslexia Info
  • Dyslexia Myths
  • Gallery
  • Advocacy
  • FAQ
  • Contact
  • Join Our Team

The Power of Knowledge: Signs & Strengths of Dyslexia

The Preschool Years

Kindergarten & 1st Grade

Dyslexia Multisensory Tutoring and Therapy

 


  • Trouble learning common nursery rhymes, such as “Jack and Jill”
  • Difficulty learning (and remembering) the names of letters in the alphabet
  • Seems unable to recognize letters in his/her own name
  • Mispronounces familiar words; persistent “baby talk”
  • Doesn’t recognize rhyming patterns like cat, bat, rat
  • A family history of reading and/or spelling difficulties (dyslexia often runs in families)


© Sally Shaywitz, Overcoming Dyslexia, pp. 122 – 123

Kindergarten & 1st Grade

Kindergarten & 1st Grade

Dyslexia Multisensory Tutoring and Therapy

 

Difficulties

  • Reading errors that show no connection to the sounds of the letters on the page—will say “puppy” instead of the written word “dog” on an illustrated page with a picture of a dog
  • Does not understand that words come apart
  • Complains about how hard reading is; “disappears” when it is time to read
  • A history of reading problems in parents or siblings
  • Cannot sound out even simple words like cat, map, nap
  • Does not associate letters with sounds, such as the letter b with the “b” sound

Strengths

  • Curiosity
  • Great imagination
  • Ability to figure things out; gets the gist of things
  • Eager embrace of new ideas
  • A good understanding of new concepts
  • Surprising maturity
  • A larger vocabulary than typical for age group
  • Enjoys solving puzzles
  • Talent for building models
  • Excellent comprehension of stories read or told to him

© Sally Shaywitz, Overcoming Dyslexia, pp. 122 – 123

2nd Grade - High School

2nd Grade - High School

Dyslexia Multisensory Tutoring and Therapy

 

Reading

  • Very slow in acquiring reading skills. Reading is slow and awkward
  • Trouble reading unfamiliar words, often making wild guesses because he cannot sound out the word
  • Doesn’t seem to have a strategy for reading new words
  • Avoids reading out loud

Speaking

  • Searches for a specific word and ends up using vague language, such as “stuff” or “thing,” without naming the object
  • Pauses, hesitates, and/or uses lots of “um’s” when speaking
  • Confuses words that sound alike, such as saying “tornado” for “volcano,” substituting “lotion” for “ocean”
  • Mispronunciation of long, unfamiliar or complicated words

School and Life

  • Trouble remembering dates, names, telephone numbers, random lists
  • Struggles to finish tests on time
  • Difficulty learning a foreign language
  • Poor spelling
  • Messy handwriting
  • Low self-esteem

Strengths

  • Excellent thinking skills: conceptualization, reasoning, imagination, abstraction
  • Learning accomplished best through meaning rather than memorization
  • Ability to get the “big picture”
  • A high level of understanding of what is read to him
  • The ability to read and to understand at a high level overlearned (or highly practiced) words in a special area of interest; for example, if he or she loves cooking they may be able to read food magazines
  • A surprisingly sophisticated listening vocabulary
  • Excels in areas not dependent on reading, such as math, computers and visual arts, or in more conceptual (versus fact-driven) subjects, including philosophy, biology, social studies, neuroscience and creative writing

© Sally Shaywitz, Overcoming Dyslexia, pp. 123–125

Questions You Should Ask

Dyslexia signs

www.dyslexia1n5.com

FAQ

Sea of Strengths

Dyslexia Strengths

Sally and Bennett Shaywitz discuss the science of dyslexia as well as the sea of strengths model which is so important for parents and educators to understand. As we remediate the decoding/phonemic deficit, we must understand this deficit is separate from the part of the brain responsible for higher critical thinking, reasoning, problem solving and general knowledge. www.dyslexia1n5.com

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