Reading Programs for Overcoming Dyslexia

Adult Dyslexia

Adult Dyslexia

This is a comprehensive guide covering the basics of dyslexia to a wide range of diagnostic procedures and tips to help you manage with your symptoms. These tips and tricks have been used on people with dyslexia of every varying degree and with great success. People just like yourself that suffer with adult dyslexia now feel more comfortable and relaxed in social and work situations.

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The Dyslexia Doctor

This is a sensational new book explaining a new perspective based on neurological principles that corrected the authors son of his dyslexia by using Only simple body movements for 5-10 minutes per day on a program that typically lasts approximately 12 months for school-children, and which has been used in Europe for 20 years. It is guaranteed to completely change your outlook on Dyslexia and other Slds using incredible scientific principles. It is pain-free, logical and great fun for the children, and absolutely Fascinating for the adults as they understand how this program works! In this wonderful new book you will learn: the exact neurological questionnaire that is used to determine whether your child may have an Sld all the above questions are on this 2 hour long question list (it IS fun!) full details of the 3-4 hours physical testing procedure to determine what you child can and cant do physically, and what the therapist will be looking for. full details of the names and functions of infant reflexes and if they are still present and have not been modified by the brain how this could be causing your childs apparent blip in his operating system.

The Dyslexia Doctor Summary


4.6 stars out of 11 votes

Contents: EBook
Author: Judy ODonnell

My The Dyslexia Doctor Review

Highly Recommended

The writer presents a well detailed summery of the major headings. As a professional in this field, I must say that the points shared in this manual are precise.

I give this ebook my highest rating, 10/10 and personally recommend it.

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Dyslexia Facts You Should Know

Dyslexia, Facts You Should Know Is A Unique Fact Filled E-book That Gathers Easy To Read Information About Dyslexia In One Place For The Interested Reader. Learn How to Cope With A Diagnosis of Dyslexia and What To Do Next. Every bit of this eBook is packed with the latest cutting edge information on Dyslexia. It took months to research, edit, and compile it into this intriguing new eBook. Here's what you'll discover in Dyslexia: Facts You Should Know: What is Dyslexia? History of Dyslexia. Is it Dyslexia or Something Else? How You Can Diagnose Yourself. Benefits of Catching Dyslexia Early. What is the Dyslexia Test? How to Get Everything You Will Need for Help in Coping with Dyslexia. Exploring Your Options for Schools and Programs. What is the Individualized Education Program? Alternatives to the Iep. The Roll Your Childs Teacher Plays. Your Part in Your Childs Education. Why Practice, Patience and Practicality are Most Important. Teens with Dyslexia. Success in Life: Adults Overcoming Dyslexia.

Dyslexia Facts You Should Know Summary

Contents: Ebook
Author: Dee Henry
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Price: $27.00

Learning Difficulties

The police rarely have difficulty recognizing moderate or severe learning difficulties, but borderline or low-to-normal intelligence may not be obvious even to trained observers (83-85). It is important to identify people with learning difficulties questions regarding reading and writing ability and the need for special help with education can be useful because they will be particularly vulnerable in police custody. Such individuals may have difficulties in understanding their legal rights and in communicating with police officers. They are also more likely to be impressionable and acquiescent (86).

Diet Learning Disabilities

Suboptimum micronutrient intake during childhood can be a cause of learning disability.11 Deficiencies of iron, magnesium, iodine, and zinc can reduce learning ability, and even marginal deficiencies can have subtle adverse effects. For example, moderate iron deficiency during early childhood and adolescence can decrease IQ and mental development.12,13 Along with minerals and vitamins, a rich supply of essential PUFAs is important. The omega-3 fatty acids (found in fish and shellfish) are critical to the formation of neurons and their supporting tissues in the brain during early childhood.14 Food sensitivities can play a role in learning disabilities in children, particularly sensitivities to food ad-

Preface and Acknowledgments

In their discussion of the molecular genetic basis of behavioral traits, Stephanie Sherman and Irwin Waldman describe current methods for finding genes for complex traits. They use schizophrenia, dyslexia, and anxiety as examples of successful investigations of the molecular basis of human behavior. The authors point to major advances in isolating the biological from the environmental components of complex behavioral traits.

Various Stroke Etiologies Stroke In The Young

The prognosis of ischemic stroke among young subjects is favorable, and mortality is low. Recovery ranges from complete to partial, with variable motor deficits, movement disorder, seizures and, in children, learning difficulties and mental retardation. Prognosis of intrace-rebral hemorrhage is less favorable, and mortality in sub-arachnoid hemorrhage is high, possibly reaching 40 .

Differential Diagnosis

The presenting problem is academic difficulty. The differential diagnostic process must clarify the reason for the academic difficulty. A decision tree for academic difficulties is useful for exploring all of the possible reasons for such difficulties (see Figure 3-1). Three principal areas of inquiry concerning the factors contributing to the student's learning difficulties are explored. The first involves considerations that are related to the child's or adolescent's psychiatric, medical, or psychoeducational status. The second area of inquiry is family functioning. The third area to explore involves the environmental and cultural context in which the student functions. Difficulties in academic performance of children or adolescents can be related to a range of psychiatric, medical, or cognitive factors. To best determine the primary source of academic difficulties, the evaluation should involve a comprehensive examination of these areas. The psychiatric evaluation should clarify...

Psychotherapeutic Interventions

Learning disorders affect all aspects of the child's or adolescent's life. The same processing problems that interfere with reading, writing, mathematics, and language may interfere with communicating with peers and family, with success in sports and activities, and with such daily life skills as dressing oneself or cutting food. Genetic and family studies show that in about 40 of children and adolescents with learning disabilities (learning disorders), there is a familial pattern. Thus, from an early identification perspective, each sibling must be considered as possibly having a learning disorder. Also, there is a 40 likelihood that one of the parents may also have a learning disorder. This parent may not have known of this problem. If this is true, the parent, for the first time, may be able to understand a lifetime of difficulties or underachievement. Further, when the psychiatrist offers suggestions for this parent, the parent's areas of difficulty must be considered. Do not ask...

Comparison Of Dsmivtr And Icd10 Diagnostic Criteria

In ICD-10, DSM-IV-TR Reading Disorder is referred to as Specific Reading Disorder and DSM-IV-TR Mathematics Disorders as Specific Disorder of Arithmetic Skills. For both of these learning skills disorders, the ICD-10 Diagnostic Criteria for Research suggest that the cutoff be 2 standard deviations below the expected level of reading achievement and mathematics achievement, respectively. In contrast, DSM-IV-TR does not specify a score cutoff, instead recommending that the score be substantially below that expected, given the person's chronological age, measured intelligence, and age-appropriate education. Furthermore, in contrast to DSM-IV-TR, which permits both to be diagnosed if present, ICD-10 Reading Disorder takes precedence over Mathematics Disorder so that if criteria are met for both, only Reading Disorder is diagnosed.

Dsmivtr Diagnostic Criteria

Functioning, as well as screening for suspected mental retardation or learning disabilities. There is a high rate of comorbidity among the three disorders that comprise the AD-DBD group and several other diagnostic categories Among the AD-DBDs, approximately 90 of children with CD would also meet the criteria for ODD. Furthermore, 40 of children with ADHD also have ODD and 40 of children with ODD have ADHD. In terms of the comorbidity of the AD-DBD group with other diagnostic categories, it has been estimated that 15-20 of children with ADHD have comorbid mood disorders, 20-25 have anxiety disorders and 6-20 have learning disabilities. Other conditions which may occur comorbidly with the

Central Auditory Development in Children with Cochlear Implants Clinical Implications

A common finding in developmental neurobiology is that stimulation must be delivered to a sensory system within a narrow window of time (a sensitive period) during development in order for that sensory system to develop normally. Experiments with congenitally deaf children have allowed us to establish the existence and time limits of a sensitive period for the development of central auditory pathways in humans. Using the latency of cortical auditory evoked potentials (CAEPs) as a measure we have found that central auditory pathways are maximally plastic for a period of about 3.5 years. If the stimulation is delivered within that period CAEP latencies reach age-normal values within 3-6 months after stimulation. However, if stimulation is withheld for more than 7 years, CAEP latencies decrease significantly over a period of approximately 1 month following the onset of stimulation. They then remain constant or change very slowly over months or years. The lack of development of the...

A1Antichymotrypsin ACT

The involvement of ACT in the APP metabolism was substantiated in studies with transgenic mouse models for AD. When a1-antichymotrypsin (ACT) transgenic mice are crossed to transgenic hAPP mice, the ACT APP mice have twice the amyloid load and plaque density compared with the mice carrying mutant hAPP alone, which suggests that ACT acts as an amyloidogenic co-factor in vivo 197 . APP transgenic mice deficient in ACT and ApoE have little amyloid deposits and little learning disability. Overexpression of either mouse ApoE or human ACT, or both, in APP transgenic mice indicated that ApoE and ACT synergistically enhance fibrillar Ap deposition and cognitive impairment in aged APP transgenic mice 196 .

Late Delayed Radiation Effect Coagulative Leukoencephalopathy

Late changes present from several months to several years after radiation and may also develop following radiation to neighboring extracranial malignancies. They may progress and produce a mass effect that clinically and radiologically mimics tumor recurrence. In adults, the encephalopathy presents with cognitive decline and focal neurologic deficits. In children, late sequelae are learning difficulties, subnormal IQ, endocrine dysfunction, and vascular insults.

Social Adjustment

One important aspect of school adjustment pertains to the extent to which the child participates in athletics and other extracurricular activities. These activities indicate how well the person is socially integrated and accepted by peers. In addition, it is essential to evaluate academic achievement and learning aptitude in the basic skill areas. For example, learning disability compounded by low self-esteem may be a major factor propelling a youngster toward drug use, as well as other non-normative behaviors. Standardized learning and achievement tests can readily document whether a learning deficit is present.


The research of the past 30 years on neurologically based learning disorders stressed not the specific skill disorder but the underlying processing problems. The psychological and educational diagnostic tests used clarify areas of learning abilities and learning disabilities covering the four phases of processing (Table 3-1). Thus, although one assesses for problems with reading, mathematics, or writing, it is important in the diagnostic process also to explore the underlying processing problems that result in these skill disorders. The DSM-IV-TR criteria for each of the learning disorders require that the child's achievement in reading, mathematics, or writing, as measured by individually administered standardized tests, is substantially below those expected given the individual's chronological age and measured intelligence, and age-appropriate education (criterion A). Developmental coordination disorder similarly requires that performance of daily activities involving motor...

Treatment Structure

Treating the young people in groups provides useful developmental information. In the group setting, opportunities to observe the adolescents and their parents in normal social situations rather than in the shorter intense therapeutic relationship occur. This allows the team to identify other developmental issues that may make change more difficult for certain children. An example is the observation of poor social skills or awkward peer interactions. If this is occurring in the therapeutic group, then it will also be happening at school and will need to be addressed if the young person is to return successfully to education. Specific learning difficulties that may interfere with the management of pain can also be observed during the therapeutic tasks, for example, poor sequencing and problem solving or writing difficulties that may suggest dyslexia or dyspraxia, to name but a few.


Successful treatment planning in children with AD-DBDs requires consideration of not only the core symptomatology but also of family and social factors and comorbidity with other disorders. Given the heterogeneity of the three disorders that make up the AD-DBDs, the wide-ranging effects of the disruptive behaviors, the high rates of comorbidity, and the presence of associated features such as learning disabilities, multimodal treatments (i.e., psychopharmacologic and psychosocial) are almost always warranted. Nevertheless, good response can be achieved with either treatment alone in certain instances (e.g., medication treatment for uncomplicated ADHD or ADHD + ODD psychosocial treatment for ADHD + anxiety disorder). A

The History

A general medical history should be taken, with inquiry made about significant illness and any prescribed medication. The detainee should be asked whether he or she has suffered from psychiatric illness, past or present, and specific inquiry should be made about alcohol and drug misuse. There should be questions about the person's educational background, because individuals with learning difficulties can be tough to recognize and inquiring about schooling may aid identification.

Other Zootherapies

Programs aimed at assisting people with disabilities to ride horses are popular in a number of countries, and potential benefits are said to come from a variety of aspects of horse-human interaction. Dolphin therapy has been used with children with learning disabilities, autism, and motor developmental delay, as well as with adults with chronic pain. These groups presumably would have included children with difficult-to-control epilepsy, but the specific impact on seizures has hardly been studied. Working with dolphins requires special preparation and circumstances, and it is unlikely to develop into a mainstream therapeutic option. Nevertheless, some positive long-term follow-up studies suggest that the dolphin's echolocation system may play a role in some cases, possibly by the emission of high frequency sound waves that affect human tissues (14-16). Although the patient groups described in these reports often have a high incidence of seizure disorders, little is reported on...