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Comment by Drs. Fernette and Brock Eide on October 25, 2011 at 11:26am

 

Thought you all might enjoy this. Many scientific studies have supported a greater right hemispheric involvement in language and other cognitive processes among dyslexics.

Comment by Kathleen LPV on February 23, 2010 at 12:06am

I've just joined my 3rd group here ... kool!
I don't know about dyslexia & the "big picture" idea. Yes, I often see the big picture, but more often I seem to be one who sees the "details" of things. I also learn things better with both verbal (hearing) & visual (show me) teaching. I'm also very creative (visually & verbally), and am both a writer & an artist (any medium).
When our son was diagnosed (1979) I knew little about Dyslexia. But later, especially after our daughter was diagnosed (1991), I did a lot of research. (In NJ it isn't dyslexia, but "perceptually impaired"!) Fortunatly our library had tons of books to look through, the net had zip.
According to these books, and depending on which educator / researcher you were reading: Dyslexia has 3 / 7 categories. The three are “visual” / “verbal” / and both “verbal & visual”. disabilities - i.e. you learn best in one of these. The 7 categories, I’ve forgotten, but they are probably in my files somewhere. But I believe the last author said that every person with Dyslexia, thinks, learns, has difficulty, in a different way, or something to that effect.
What’s the latest thinking on these? Do these “standards” still stand, or has there been more advanced research since then?

Comment by Drs. Fernette and Brock Eide on January 10, 2010 at 4:20pm

Hi Elizabeth,

There are a few videos that may be helpful to you about teaching dyslexic children. Check out the teaching videos - here's a link to one: http://dyslexicadvantage.ning.com/video/teaching-young-children-with Also join the group for your son's age. There are ideas and links to phonics sites, etc. And ask questions in the Preschool / Elementary School group here: http://dyslexicadvantage.ning.com/group/dyslexiapreschoolandelementary

It is a little confusing how these Ning networks are set up, but feel free to ask questions - there are some wonderful people in this forum.

If you go to the very top of the page - there is a small search box that also helps you search the entire site. Our chapter on Reading in The Mislabeled Child may be very helpful to you too.

Fernette

Comment by Elizabeth Bardsley Labbe on January 10, 2010 at 3:40pm

I am wondering how to teach my son how to read? I am looking for very concrete brain based research to assist me in showing my son how to decode these crazy symbols (more the sound). I am not sure this is the appropriate place to ask this. Thanks for any suggestions and patience :)
Elizabeth

Comment by Paul Travaglione on August 22, 2009 at 1:21pm

Is see your point. I do not want to solve the illness of dyslexia. I have tried to long going down that path and it has brought so much pain I have become ill. Your ideas of a paradigm shift is what I need most. Thanks for your help drawing a different believe for my self so i can act and behave more positively and know that dyslexia gives me more potential Than it limits my potential.

Comment by Drs. Fernette and Brock Eide on August 22, 2009 at 8:21am

We'd argue for a paradigm shift, Paul. Earlier recognition of dyslexia really could help (earlier attention when kids can't distinguish between similar sounds, etc.) but rather than a silver bullet, or the idea that something needs to be cured, we think it's more a recognition of a different style of learning - and using dyslexic strengths to overcome weaknesses - like large muscle movements (air writing) to overcome the sensory confusion in the fingers about forming letters.

One of the things we've also wanted to see in schools for dyslexic children is more advanced conceptual topics in the early grades - many schools are such a mismatch because they don't know how much they need to remediate (basic phonics, sound segmentation etc.) and don't know how much they need to accelerate (gifted conceptual ability, problem solving, etc.). I guess we don't like the 'silver bullet' metaphor because it sounds like wanting to kill dyslexia - and that would be a mistake if you think about all the positives.

Kendra, interesting what you say about your stepson...sounds as if you are a strong personal learner too...perhaps your memory better suited for interior design and your son - as you say...architecture.

Comment by Paul Travaglione on August 22, 2009 at 7:38am

You got it Right Learning needs to be more about the "Why" Memorizing is low level learning. Undterstanding why is problem solving and dyslexic people have the gift of great problem solving skills.

Did any one see the Article in USA July 20 2009 byDan Vergano Trying to learn How learning Works. ? it states " Behavioral and brain measures can now identify Dyslexia tendencies in infants, and lead to teaching that can "prevent dyslexia from occurring in the majority of children who would otherwise develop dyslexia" according to the study. Is this the silver bullet can i help my two year old now?

Comment by Kendra on August 18, 2009 at 8:24pm

My dyslexic stepson just went on some college visits and was overwhelmed by the admission director's questions - they ask all these Details! How many of us know the particulars of what we want to study in college when we are 17? He is a hugely big picture guy and can recall the layout of houses he has spent a lot of time in but never the furniture or the wall colors or the prints on the walls, like me. I remember dishes from a friend's house 20 years ago, but not the "footprint" of the house. Architect Mind.

Comment by Paul Travaglione on August 18, 2009 at 8:11pm

thinking in Pictures or having a written help my mind stay on track and kept me on tasks I like following someone elses outline

Comment by Michael K. Shenton on July 18, 2009 at 2:32pm

Another thing About Me, is that -' I like to (or love to more like) write things -up; a lot/write -up a lot of things but....,I do not like reading -up too much info.'
(If I wrote things -up; as if for myself; I may write -up far less info. (which I bel. I have started to do -don't write it all -up; think it thru. 1st/

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