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How is dyslexia treated?

• Dyslexia is a condition of difficulty in learning to read.
• Dyslexia can be due to brain injury, hereditary, or hormonal influences.
• Letter and number reversals are a common sign of dyslexia.
• Diagnosis of dyslexia involves reviewing the child’s processing of information from activities like seeing, hearing, and participating in activities.
• Treatment of dyslexia ideally involves planning between the parent(s) and the teachers.
• Dyslexia is defined as a learning disability that can hinder a person’s ability to read, write, spell, and sometimes speak.
• Dyslexia is the most common learning disability in children and persists throughout life.
• The severity of dyslexia can vary from mild to severe.
• The sooner dyslexia is treated, the more favorable is the outcome.

A standard battery of tests can include, but is not limited to, the following:
• Wechsler Intelligence Scale for Children-Third Edition (WISC-III)
• Kaufman Assessment Battery for Children (KABC)
• Stanford-Binet Intelligence Scale
• Woodcock-Johnson Psycho-Educational Battery
• Peabody Individual Achievement Tests-Revised (PIAT)
• Wechsler Individual Achievement Tests (WIAT)
• Kaufman Tests of Educational Achievement (KTEA)
• Bender Gestalt Test of Visual Motor Perception
• Beery Developmental Test of Visual-Motor Integration
• Motor-Free Visual Perception Test
• Visual Aural Digit Span Test (VADS)
• Test of Auditory Perception (TAPS)
• Test of Visual Perception (TVPS)
• Peabody Picture Vocabulary Test-Revised
• Expressive One-Word Picture Vocabulary Test
• Test for Auditory Comprehension of Language

What type of treatment is available for dyslexia?

• An evaluation must be done to determine the child’s specific area of disability before any treatment is started.
• There is no actual cure for the dyslexia.
• The school will develop a plan with the parent to meet the child’s needs.
• The plan may be implemented in a Special Education setting or in the regular classroom.
• An appropriate treatment plan will focus on strengthening the child’s weaknesses while utilizing the strengths.
• A direct approach may include a systematic study of phonics.
• Techniques designed to help all the senses work together efficiently can also be used.
• Specific reading approaches that require a child to hear, see, say, and do something (multisensory) should be employed.
• These may be the Slingerland Method, the Orton-Gillingham Method, or Project READ can be used.
• Computers are powerful tools for these children and should be utilized as much as possible.
• The child should be taught compensation and coping skills.
• Attention should be given to optimum learning conditions and alternative avenues for student performance.
• Dyslexia should not become an excuse for a child to avoid written work.
• Because the academic demands on a child with dyslexia may be great and the child may tire easily.
• Hence, work increments should be broken down into appropriate chunks.
• Frequent breaks should be built into class and homework time.
• Reinforcement should be given for efforts as well as achievements.
• Alternative methods to traditional written assignments should be explored and utilized.

Teaching Students with Dyslexia and Dysgraphia The Gift of Dyslexia, Revised and Expanded Overcoming Dyslexia

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