I edited the results – erased superfluous words but never added a word of my own. So here it is - one results page for the query 'Dyslexia'.
http://www.dyslexiacentre.co.uk/
· Dyslexia is a processing problem with language. This can affect different kinds of language such as reading, writing, maths, music, speech etc.
· Dyslexics don't usually process information in the same way as other people.
· Dyslexia is a different way of thinking and a different way of learning.
· Dyslexia can affect people in various ways because the processing problem can be in different functions of the brain.
· The main area of difficulty is usually memory. Dyslexics may have an excellent memory for some things, but are poor at those areas of memory dealing with language.
· The dyslexic memory can be brilliant at mechanical and technical construction and design. Dyslexic mechanics have been known to look at an engine and quickly understand how everything is connected and easily see the best solution to a practical problem.
· In fact the right hemisphere of the dyslexic brain may be bigger than the ordinary brain.
http://www.audiblox2000.com/dyslexia_dyslexic/dyslexia.htm
Dyslexia: Beating the Back-to-Front Battle Reversing words, writing letters back to front, not being able to remember the sequence of letters in a word or sometimes reading from right to left — dyslexia is a frustrating and often embarrassing problem in our world of high-tech communications.
Why Some Dyslexics Read ‘b’ when it is ‘d’ A telltale sign of dyslexia is reversals. People with this kind of problem often confuse letters like b and d, and words like “won” and “now.” A popular theory is that reversals are caused by a neurological deficit.
While many factors can contribute to dyslexia, one should not overlook the principle that perception of anything depends on our past experiences. Memory and its Role in Overcoming Dyslexia It is the ability to recall to memory or to remember that makes learning possible. While this is a well-known fact, the role that memory training plays in overcoming learning disabilities such as dyslexia is grossly underestimated.
http://www.dyslexia-teacher.com
How to identify possible dyslexia in a pupil: The criteria most commonly used in assessment is the disparity (difference) between a pupil's intelligence and their actual achievement. If a pupil you teach appears to speak and listen normally, yet they are unable to read and spell, then there may be more to check out.
Some of the well-known symptoms of dyslexia are: confusion over the direction letters face (b/d, p/9, p/q); difficulties with left and right; difficulties with keeping organized; difficulties with spelling; difficulties with directions (e.g. east and west); missing out words when reading.
There has been a real increase in the amount of information available through research, and a number of possibilities are beginning to emerge, but the waters are still fairly murky. The overall picture is that dyslexia can be caused in two ways: by inherited factors; and/or by hearing problems at an early age.
Parents try to help, but cannot work out what the homework is supposed to be. Copying homework from the board is a daily problem for children with dyslexia in school, and a regular nightmare for parents. 6 poor More Teaching contacts Dyslexia organizations, Discussion Boards, Conferences, Conventions and exhibitions for teachers.
http://www.dyslexia-adults.com
Frank Gore runs with a hunger and desperation that reflects his hardscrabble background, which includes struggles with dyslexia and two serious knee injuries in college that nearly derailed his career.
Movie funnyman Vince Vaughn credits his learning disabilities with making him a film star - because they forced him to work harder than his peers. The Dodgeball star suffered chronic dyslexia and attention deficit disorder, but refused to take the drugs doctors prescribed to cure him, insisting he'd rather battle his problems without medication. Row Erupts Over Dyslexia Denial - A Durham, UK, University education professor has cast doubt on the scientific validity of the term 'dyslexia', saying experts cannot agree on what it is or how to treat it. Writing in the Times Educational Supplement, Julian Elliott said it was largely an "emotional construct" and questions the scientific validity of the term 'dyslexia'.The British Dyslexia Association says the claims are inflammatory.
With an IQ higher than 99 percent of the population, Heidi Baer's school days should be a breeze. But the Quincy woman says she fought through reading disabilities and dyslexia to graduate from Milton Academy and barely get into med school. Now her dreams of becoming a doctor like both of her parents could end next week.
John Holmes always has been a standout golfer. Becoming a college classroom standout required dealing with dyslexia. For John Holmes, reading a golf course is considerably easier than reading a book.
The University of Kentucky senior suffers from dyslexia but has excelled in course management as a golfer and as a student.
Natalie Barratt is used to giving things a go and being very good at them. She has overcome the problems of dyslexia to become Britain's top female rally driver.
When I was in grade school, there was no information or clarity about dyslexia (1960's).I suffered through reading problems and because of that the school sent me to a private reading teacher to help me get my reading skills up.
Certain words like "the, there, were, where what, was, are, this" and others, would reverse themselves and/or the letters would briefly appear scrabbled or the whole world would jump in front or behind where it belonged, causing a choppy kind of reading that was confusing and almost stutter-like."
Joss Stone has revealed she suffers from dyslexia".
The 61-year-old Rolling Stone and teenage singer have recorded a version of the 1974 Mud hit 'Lonely This Christmas' at UK London's famous Abbey Road studios. "I don't want dyslexia to be an issue".
Leontiou, 22, is a performer of sensitive songs and, with his first single due to enter the charts, he looks set to reap the rewards. Because of severe dyslexia, he is barely able to read or write.
http://www.mamashealth.com/dys.asp
What is dyslexia?Dyslexia is a difficulty in learning to read despite traditional instruction, average intelligence, and an adequate opportunity to learn.
It is impairment in the brain's ability to translate images received from the eyes or ears into understandable language. Dyslexia does not result from vision or hearing problems. It is not due to mental retardation, brain damage, or a lack of intelligence.
Dyslexia can go undetected in the early grades of schooling. The child can become frustrated by the difficulty in learning to read, and other problems can arise that disguise dyslexia.
There are three main types of dyslexia that can affect the child's ability to spell as well as read. Each type has a different cause.
The three main types are trauma dyslexia, primary dyslexia and developmental dyslexia. Trauma dyslexia usually occurs after some type of brain trauma or injury to the area of the brain that controls reading and writing. This type of dyslexia is rarely seen in today's school-age population. Primary dyslexia is a dysfunction of, rather than damage to, the left side of the brain (cerebral cortex) and does not change with maturity.
Individuals with this type are rarely able to read above a fourth grade level and may struggle with reading, spelling, and writing as adults.Primary dyslexia is hereditary and is found more often in boys than in girls. The difference between primary dyslexia and trauma dyslexia is that trauma dyslexia occurs after a brain trauma and primary dyslexia is a dysfunction of the brain. Developmental dyslexia is caused by hormonal development during the early stages of fetal development. Developmental dyslexia diminishes as the child matures.
This type is also more common in boys. Dyslexia involves several different functions: visual, auditory and dysgraphia. Visual dyslexia is characterized by number and letter reversals and the inability to write symbols in the correct sequence. Auditory dyslexia involves difficulty with sounds of letters or groups of letters.
"Dysgraphia" refers to the child's difficulty holding and controlling a pencil so that the correct markings can be made on the paper. What are the symptoms of dyslexia? Letter and number reversals, difficulty copying from a board, and problems with spacial relationships are the most common warning signs.
Letter and number reversals are fairly common up to the age of seven or eight and usually diminish by that time. If they do not, it may be appropriate to test for dyslexia or other learning problems. Difficulty copying from the board or a book can also be a symptom.
In the early grades, music and dance are often used to enhance academic learning. Children with dyslexia can have difficulty moving to the rhythm of the music.
Dyslexia is a difficult disorder to diagnose. A psychologist or other health professional does a series of tests for diagnosis.
http://www.dyslexia-inst.org.uk
Dyslexia Facts About 10% of the population have some form of dyslexia.
Dyslexia causes difficulties in learning to read, write and spell.Short-term memory, mathematics, concentration, personal organisation and sequencing may be affected.
Dyslexia is biological in origin and tends to run in families, but environmental factors may also contribute to it. Dyslexia affects all kinds of people regardless of intelligence, race or social class. The effects of dyslexia can largely be overcome by skilled specialist teaching and the use of compensatory strategies.
Leads:
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And here are the pileups:
http://www.audiblox2000.com/dyslexia_dyslexic/dyslexia.htm
But eventually they found an answer and in less than one year, Werner’s reading efficiency level improved by twelve years. This is the story of Werner and how he beat dyslexia
http://www.devdis.com/dyslexia.html
Professor Tim Miles comments that dyslexia is typically characterised by 'an unusual balance of skills'. The syndrome of dyslexia is now widely recognised as being a specific learning disability of neurological origin that does not imply low intelligence or poor educational potential, and which is independent of race and social background. Although dyslexia seems to be more prevalent amongst males than females, the exact ratio is unknown: the most commonly quoted figures are between 3:1 and 5:1. The evidence suggests that in at least two-thirds of cases, dyslexia has a genetic cause, but in some cases birth difficulties may play an aetiological role.
Varying in the degrees of severity, it is manifested by difficulties in receptive and expressive language, including phonological processing, in reading, writing, spelling, handwriting and sometimes arithmetic. Dyslexia is not the result of lack of motivation, sensory impairment, inadequate instructional or environmental opportunities, but may occur together with these conditions. Although dyslexia is lifelong, individuals with dyslexia frequently respond successfully to timely and appropriate intervention" (Orton Dyslexia Society, 1994). The biology of dyslexia has been investigated in a range of studies that have confirmed a difference in brain anatomy, organisation and functioning. Research has also shown that the effects of dyslexia are due - at least, in part - to heritable influences. The latest brain imaging techniques, as well as encephalographic recording of the electrical activity of the brain, and even post-mortem examination, all reveal a range of functional and structural cerebral anomalies of persons with dyslexia. Although it is a disability, dyslexia is not a 'disease' nor can it be 'cured'. Indeed, the neurological differences found in dyslexia may confer advantages for some individuals (e.g. in visual or perceptual skills), which may to some extent explain the apparent paradox that some individuals who have problems with elementary skills such as reading and writing can nevertheless be highly gifted in other areas. The deficit model of dyslexia is now steadily giving way to one in which dyslexia is increasingly recognised as a difference in cognition and learning.
[A new book of practical activities from one of the few experts on the subject of maths and dyslexia] £14 Overcoming Dyslexia: Skills into Action - Hilary Broomfield and Margaret Combley.
http://www.devdis.com/guestart-jun.html
June 2000 Guest Article UNDERSTANDING DYSLEXIA Introductory Notes by Dr Chris Singleton Chartered Psychologist and Senior Lecturer in Educational Psychology University of Hull Introduction: what is dyslexia? Dyslexia is typically characterised by 'an unusual balance of skills'. Dyslexia is a syndrome: a collection of associated characteristics that vary in degree and from person to person.
The biology of dyslexia has been investigated in a range of studies that have confirmed a difference in brain anatomy, organisation and functioning. The latest brain imaging techniques, as well as encephalographic recording of the electrical activity of the brain, and even post-mortem examination, all reveal a range of functional and structural cerebral anomalies of persons with dyslexia. Although dyslexia is legally recognised as a 'disability', it is not a 'disease' nor can it be 'cured'. Indeed, the neurological differences found in dyslexia may confer advantages for some individuals (e.g. in visual or perceptual skills), which may to some extent explain the apparent paradox that some individuals who have problems with elementary skills such as reading and writing can nevertheless be highly gifted in other areas. The deficit model of dyslexia is now steadily giving way to one in which dyslexia is increasingly recognised as a difference in cognition and learning. Although most definitions of dyslexia found in the scientific and educational literature take this 'neurological approach', not all do. For example, the British Psychological Society's Working Group on 'Dyslexia, Literacy and Psychological Assessment' published the following working definition: 'Dyslexia is evident when accurate and fluent word reading and/or spelling develops very incompletely or with great difficulty.'
http://www.loc.gov/rr/scitech/tracer-bullets/dyslexiatb.html
Pringle Morgan and later by James Hinshelwood as congenital word blindness, the term "dyslexia" was coined in the late 1800s by Rudolf Berlin. Research on dyslexia was pioneered in the United States by Samuel Torrey Orton in the 1920s. Today dyslexia is estimated to occur in 2-8% of the school-age population. Some research has suggested that dyslexics are more likely to be left-handed than right-handed, that dyslexia is more prevalent in males than in females, and that dyslexia has a genetic basis
INTRODUCTIONS TO THE TOPIC
Brittain, Jerry L. The dyslexic disorder. U.S. Navy medicine, v. 72, Mar. 1981: 26-28. Pamphlet box
Dechant, Emerald V. Dyslexia. In his Diagnosis and remediation of reading disabilities. Englewood Cliffs, N.J., Prentice-Hall, c1981. p. 111-125. LB1050.5.D398
Dyslexia. JAMA, v. 261, Apr. 21, 1989: 2236-2239. Pamphlet box
Facts about dyslexia. Children today, v. 14, Nov./Dec. 1985: 23-27. Pamphlet box
BASIC TEXTS
Aaron, P. G. Dyslexia and hyperlexia: diagnosis and management of developmental reading disabilities. Dordrecht, Boston, Kluwer Academic Publishers, c1989. 302 p. (Neuropsychology and cognition, 1) Bibliography: p. 250-276. RJ496.A5A27 1989
Clark, Diana Brewster. Dyslexia: theory & practice of remedial instruction. Parkton, Md., York Press, c1988.240 p. Includes bibliographical references. LB1050.5.C548 1988
Dyslexia, interdisciplinary approaches to reading disabilities. Herman K. Goldberg, Gilbert B. Schiffman, Michael Bender. New York, Grune & Stratton, c1983. 217 p. Includes bibliographies. RJ496.A5D97 1983
Perspectives on dyslexia. Edited by George Th. Pavlidis. Chichester, Eng., New York, Wiley, c1990. 2 v. Includes bibliographical references. RC394.W6P47 1990 Contents: v. 1. Neurology, neuropsychology and genetics.--v. 2. Cognition, language, and treatment.
Thomson, Michael E. Developmental dyslexia: its nature, assessment, and remediation. London, Baltimore, E. Arnold, 1984. 277 p. (Studies in language disability and remediation, 7) Bibliography: p. 230-268. RJ496.A5T48 1984
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