FAQ
“Poor reading produces a perception of stupidity and dumbness to peers and clearly to the youngster who is struggling. That is the shame. They feel like they’re failures; they tell us that. . . . Clearly the adolescents show us a level of pain that this society doesn’t even see.”
-Dr. G. Reid Lyon-
-Dr. G. Reid Lyon-
Question: What do you do when you suspect ‘something isn’t right’?
Answer: We hear this all the time and we believe that often parents know before anyone else that ‘something is not right’. We suggest you educate yourself through the resources we provide here starting with the characteristics page. Then pursue answers until you are satisfied. Don’t assume your school is giving you the best advice when they suggest the ‘wait and see’ approach. Early and appropriate remediation is key to success and time is so precious. Follow your gut . . .
Question: My school has done testing. Do I still need to get a professional diagnosis of dyslexia?
Answer: Schools administer several educational tests but are not qualified to give a diagnosis of dyslexia. They are able to assess the student’s deficiencies and should provide the extra help needed based on their testing. So although a professional diagnosis is not imperative, it can be very helpful in guiding a school toward appropriate remediation and accommodations. It can be used to help secure an IEP or Section 504 (see testing page). A professional diagnosis can be required for such things as extended time on college entrance exams (SAT’s & ACT’s)
Question: Are there degrees of dyslexia? Is it tied to effort or intelligence?
Answer: Dyslexia varies in degrees of severity. The prognosis depends on the severity of the disability, specific patterns of strengths and weaknesses with the individual, and the appropriateness of the intervention. It is not a result of lack of motivation, sensory impairment, inadequate instruction, environmental opportunities, low intelligence, or other limiting conditions.
Question: Should I tell my student that he is dyslexic? I don’t want to label him/her.
Answer: Nobody wants to be labeled, especially with a disability. But we would argue that your child may have already labeled himself. . . .as stupid or dumb. There is a great power in understanding the type of brain you have and why it is so difficult to learn to read. We find that the more educated students are about their learning difference, the more likely they are to give themselves a break. Don’t forget that your child has many other labels and they need to identify with all of their strengths and the gifts that come along with this type of brain!
Question: What type of reading program works best for a student with dyslexia?
Answer: There isn’t a “one size fits all” solution. There are many different programs that have been proven effective. You want to make sure that the program is well researched and Orton-Gillingham based. It needs to be:
· Multi-sensory - adding touch to the visual and auditory
· Structured - follows a research based order of instruction and clearly defined
organization
· Explicit - fully and clearly expressed or demonstrated
· Intensive - Adequate time and intensity
Some of our favorite programs are Wilson Reading, Orton-Gillingham, and LANGUAGE!
but know that any program is only as good as the instructor, so seek out a highly qualified one (see tutor page). And these programs must be administered with adequate time and intensity - one hour a week is usually not enough time. Ideally, you will want 2 to 3 weekly one hour sessions of one-on-one tutoring. Continuous progress
monitoring is also key to any successful program. See the Florida Center for Reading
Research for some detailed information about specific reading programs.
Question: Where should I send my child to school?
Answer: Every building is different and each school will have its own pros and cons. In our experience, the principal of the school drives the culture when it comes to handling learning differences. We suggest you interview the schools, talk to other parents, and get as much information as possible before choosing a school.
· Public and charter schools are required to follow IDEA. Typically class sizes are larger
and teachers don’t have the luxury of being able to give as much individualized attention.
· Private schools typically have smaller classes and more individualized attention; however, they are not required to follow IDEA. There are private schools in Colorado that specialize in learning differences . See The Denver Academy, Havern School, The Hillsprings Learning Center in Colorado Springs and Hillside Schoolin Boulder.
· Online schools allow a student the flexibility to study at their own pace, work on their own schedule and use accommodation as needed. Student must be self-motivated or have an engaged learning coach.
· Homeschooling is also an option for some families. It provides a complete individualized program but requires a teacher committed to understanding the student’s learning difference and needs. For more information: CLICK HERE
Question: What can I do at home to best support my child with dyslexia?
Answer: Once our kids leave in the morning for school, we can only hope that they
will be OK, marvel in their courage for facing the same challenges day after day, and be ready to pick them up and dust them off when they get home from a rough one. Here are some specific things you can do to help your student at home:
· Make sure home is a safe place. Understand your child’s challenges and validate their efforts. Give them a place to vent and help them find creative solutions. Focus on the positive whenever you can and help them do the same. Know they will bring the worst home to you. . . . try to be patient.
· Provide a quiet and distraction free place to do homework. Some students work better listening to music, some in silence, and some want to be close to you but others do not. Try to identify the best way and then make sure they have the tools they need.
· Allow regular breaks that include activity if at all possible.
· Don’t underestimate the value of rest, exercise and good nutrition.
· Find the gifts in your child and help them see how these qualities, though often not celebrated in the classroom, are valuable life skills. Frequently our dyslexic children are naturally gifted in such things as interpersonal skills, higher level reasoning, athletics, the arts, design, or 'outside the box’ thinking.
· Help them find their passion - something at which they excel and enjoy. This will help validate their worth and add a huge positive influence in their lives, giving them something they can look forward to.
We have often been asked how to know when we as parents are helping too much or not enough. We would ask you, how do you know with a non-dyslexic child? You WILL make mistakes because we all do. But our kids are resilient, maybe even more than their non-dyslexic counterparts, and as long as they know that you have their best interest at heart, chances are good things will work out.
Question: What are the social and emotional impacts of dyslexia?
Answer: This is a complex question with many variables and an often overlooked aspect of dyslexia. Dyslexic children can display frustration, anxiety, anger, depression, and poor self-esteem among other issues. Please refer to Just the Facts from the International Dyslexia Association. For more information on counseling that specializes in the treatment of childhood and adolescent learning disabilities, visit Knippenberg, Patterson & Associates.
Question: My school keeps talking about RtI but what is it?
Answer: Response to Intervention (RtI) is a multi-tiered approach to help struggling learners. Students’progress is closely monitored at each stage of intervention to determine the need for further research-based instruction and/or intervention in general education, in special education, or both. You are allowed at any time during the RtI process to request special education (IEP) testing. Here is the link to a
good informational website - RtI Action Network.
Question: What is Dysgraphia and Dyscalculia?
Answer: These conditions can accompany dyslexia or be stand-alone learning
differences. They are related because they are attributed to brain differences just like dyslexia. Dysgraphia is a difficulty with spelling, handwriting and trouble putting
thoughts on paper. Common characteristics are poor or slow handwriting, messy and unorganized papers and poor fine motor skills. Dyscalculia is difficulty with math. Common characteristics are difficulty memorizing math facts, retaining math vocabulary and concepts, and many calculation errors.
Dysgraphia Fact Sheet: CLICK HERE Dyscalculia Information: CLICK HERE
Question: Are dyslexia and ADD/ADHD the same thing?
Answer: No, but studies show that there may be a correlation between dyslexia and
ADD. They are different learning disabilities that frequently overlap. A child can have one, the other, or both. This is something you need to discuss with your practitioner when you have your child tested.
Question: What does ‘Twice Exceptional’ (2e) mean?
Answer: Twice Exceptional students are gifted students who also have a learning difference. For example, a dyslexic student who is also in the G/T (gifted and talented) program in their school would be considered 2E. Since dyslexia is not a result of intelligence, there are children who fit both criteria. Twice Exceptional students often do not qualify for the G/T programs within their schools because their grades and CSAP
data may be the only information used to determine eligibility.
Question: What about vision therapy?
Answer: The American Academy of Pediatrics: Section on Ophthalmology and Council
on Children with Disabilities, American Academy of Ophthalmology, American Association for Pediatric Ophthalmology and Strabismus, and American Association
of Certified Orthoptists published a Joint Policy Statement in August, 2009: Learning
disabilities, including reading disabilities, are commonly diagnosed in children. Their etiologies are multifactorial, reflecting genetic influences and dysfunction of brain systems. Learning disabilities are complex problems that require complex solutions. Early recognition and referral to qualified educational professionals for evidence-based evaluations and treatments seem necessary to achieve the best possible outcome. Most experts believe that dyslexia is a language-based disorder. Vision problems can interfere with the process of learning; however, vision problems are not the cause of primary dyslexia or learning disabilities. Scientific evidence does not support the efficacy of eye exercises, behavioral vision therapy, or special tinted filters or lenses for improving the long-term educational performance in these complex pediatric neurocognitive conditions. Diagnostic and treatment approaches that lack scientific evidence of efficacy, including eye exercises, behavioral vision therapy, or special tinted filters or lenses, are not endorsed and should not be recommended.
Answer: We hear this all the time and we believe that often parents know before anyone else that ‘something is not right’. We suggest you educate yourself through the resources we provide here starting with the characteristics page. Then pursue answers until you are satisfied. Don’t assume your school is giving you the best advice when they suggest the ‘wait and see’ approach. Early and appropriate remediation is key to success and time is so precious. Follow your gut . . .
Question: My school has done testing. Do I still need to get a professional diagnosis of dyslexia?
Answer: Schools administer several educational tests but are not qualified to give a diagnosis of dyslexia. They are able to assess the student’s deficiencies and should provide the extra help needed based on their testing. So although a professional diagnosis is not imperative, it can be very helpful in guiding a school toward appropriate remediation and accommodations. It can be used to help secure an IEP or Section 504 (see testing page). A professional diagnosis can be required for such things as extended time on college entrance exams (SAT’s & ACT’s)
Question: Are there degrees of dyslexia? Is it tied to effort or intelligence?
Answer: Dyslexia varies in degrees of severity. The prognosis depends on the severity of the disability, specific patterns of strengths and weaknesses with the individual, and the appropriateness of the intervention. It is not a result of lack of motivation, sensory impairment, inadequate instruction, environmental opportunities, low intelligence, or other limiting conditions.
Question: Should I tell my student that he is dyslexic? I don’t want to label him/her.
Answer: Nobody wants to be labeled, especially with a disability. But we would argue that your child may have already labeled himself. . . .as stupid or dumb. There is a great power in understanding the type of brain you have and why it is so difficult to learn to read. We find that the more educated students are about their learning difference, the more likely they are to give themselves a break. Don’t forget that your child has many other labels and they need to identify with all of their strengths and the gifts that come along with this type of brain!
Question: What type of reading program works best for a student with dyslexia?
Answer: There isn’t a “one size fits all” solution. There are many different programs that have been proven effective. You want to make sure that the program is well researched and Orton-Gillingham based. It needs to be:
· Multi-sensory - adding touch to the visual and auditory
· Structured - follows a research based order of instruction and clearly defined
organization
· Explicit - fully and clearly expressed or demonstrated
· Intensive - Adequate time and intensity
Some of our favorite programs are Wilson Reading, Orton-Gillingham, and LANGUAGE!
but know that any program is only as good as the instructor, so seek out a highly qualified one (see tutor page). And these programs must be administered with adequate time and intensity - one hour a week is usually not enough time. Ideally, you will want 2 to 3 weekly one hour sessions of one-on-one tutoring. Continuous progress
monitoring is also key to any successful program. See the Florida Center for Reading
Research for some detailed information about specific reading programs.
Question: Where should I send my child to school?
Answer: Every building is different and each school will have its own pros and cons. In our experience, the principal of the school drives the culture when it comes to handling learning differences. We suggest you interview the schools, talk to other parents, and get as much information as possible before choosing a school.
· Public and charter schools are required to follow IDEA. Typically class sizes are larger
and teachers don’t have the luxury of being able to give as much individualized attention.
· Private schools typically have smaller classes and more individualized attention; however, they are not required to follow IDEA. There are private schools in Colorado that specialize in learning differences . See The Denver Academy, Havern School, The Hillsprings Learning Center in Colorado Springs and Hillside Schoolin Boulder.
· Online schools allow a student the flexibility to study at their own pace, work on their own schedule and use accommodation as needed. Student must be self-motivated or have an engaged learning coach.
· Homeschooling is also an option for some families. It provides a complete individualized program but requires a teacher committed to understanding the student’s learning difference and needs. For more information: CLICK HERE
Question: What can I do at home to best support my child with dyslexia?
Answer: Once our kids leave in the morning for school, we can only hope that they
will be OK, marvel in their courage for facing the same challenges day after day, and be ready to pick them up and dust them off when they get home from a rough one. Here are some specific things you can do to help your student at home:
· Make sure home is a safe place. Understand your child’s challenges and validate their efforts. Give them a place to vent and help them find creative solutions. Focus on the positive whenever you can and help them do the same. Know they will bring the worst home to you. . . . try to be patient.
· Provide a quiet and distraction free place to do homework. Some students work better listening to music, some in silence, and some want to be close to you but others do not. Try to identify the best way and then make sure they have the tools they need.
· Allow regular breaks that include activity if at all possible.
· Don’t underestimate the value of rest, exercise and good nutrition.
· Find the gifts in your child and help them see how these qualities, though often not celebrated in the classroom, are valuable life skills. Frequently our dyslexic children are naturally gifted in such things as interpersonal skills, higher level reasoning, athletics, the arts, design, or 'outside the box’ thinking.
· Help them find their passion - something at which they excel and enjoy. This will help validate their worth and add a huge positive influence in their lives, giving them something they can look forward to.
We have often been asked how to know when we as parents are helping too much or not enough. We would ask you, how do you know with a non-dyslexic child? You WILL make mistakes because we all do. But our kids are resilient, maybe even more than their non-dyslexic counterparts, and as long as they know that you have their best interest at heart, chances are good things will work out.
Question: What are the social and emotional impacts of dyslexia?
Answer: This is a complex question with many variables and an often overlooked aspect of dyslexia. Dyslexic children can display frustration, anxiety, anger, depression, and poor self-esteem among other issues. Please refer to Just the Facts from the International Dyslexia Association. For more information on counseling that specializes in the treatment of childhood and adolescent learning disabilities, visit Knippenberg, Patterson & Associates.
Question: My school keeps talking about RtI but what is it?
Answer: Response to Intervention (RtI) is a multi-tiered approach to help struggling learners. Students’progress is closely monitored at each stage of intervention to determine the need for further research-based instruction and/or intervention in general education, in special education, or both. You are allowed at any time during the RtI process to request special education (IEP) testing. Here is the link to a
good informational website - RtI Action Network.
Question: What is Dysgraphia and Dyscalculia?
Answer: These conditions can accompany dyslexia or be stand-alone learning
differences. They are related because they are attributed to brain differences just like dyslexia. Dysgraphia is a difficulty with spelling, handwriting and trouble putting
thoughts on paper. Common characteristics are poor or slow handwriting, messy and unorganized papers and poor fine motor skills. Dyscalculia is difficulty with math. Common characteristics are difficulty memorizing math facts, retaining math vocabulary and concepts, and many calculation errors.
Dysgraphia Fact Sheet: CLICK HERE Dyscalculia Information: CLICK HERE
Question: Are dyslexia and ADD/ADHD the same thing?
Answer: No, but studies show that there may be a correlation between dyslexia and
ADD. They are different learning disabilities that frequently overlap. A child can have one, the other, or both. This is something you need to discuss with your practitioner when you have your child tested.
Question: What does ‘Twice Exceptional’ (2e) mean?
Answer: Twice Exceptional students are gifted students who also have a learning difference. For example, a dyslexic student who is also in the G/T (gifted and talented) program in their school would be considered 2E. Since dyslexia is not a result of intelligence, there are children who fit both criteria. Twice Exceptional students often do not qualify for the G/T programs within their schools because their grades and CSAP
data may be the only information used to determine eligibility.
Question: What about vision therapy?
Answer: The American Academy of Pediatrics: Section on Ophthalmology and Council
on Children with Disabilities, American Academy of Ophthalmology, American Association for Pediatric Ophthalmology and Strabismus, and American Association
of Certified Orthoptists published a Joint Policy Statement in August, 2009: Learning
disabilities, including reading disabilities, are commonly diagnosed in children. Their etiologies are multifactorial, reflecting genetic influences and dysfunction of brain systems. Learning disabilities are complex problems that require complex solutions. Early recognition and referral to qualified educational professionals for evidence-based evaluations and treatments seem necessary to achieve the best possible outcome. Most experts believe that dyslexia is a language-based disorder. Vision problems can interfere with the process of learning; however, vision problems are not the cause of primary dyslexia or learning disabilities. Scientific evidence does not support the efficacy of eye exercises, behavioral vision therapy, or special tinted filters or lenses for improving the long-term educational performance in these complex pediatric neurocognitive conditions. Diagnostic and treatment approaches that lack scientific evidence of efficacy, including eye exercises, behavioral vision therapy, or special tinted filters or lenses, are not endorsed and should not be recommended.
