Mary read various lists of dyslexia symptoms and was convinced her child had dyslexia.
She went to her child’s school and wanted a Dyslexia Test for her child.
The school said they did not test for dyslexia.
Mary went to a psychologist, presented the symptoms of dyslexia her child had, and the testing confirmed dyslexia.
She tried two different dyslexia programs and her child’s reading improved. Unfortunately, her child’s reading comprehension was behind grade level. Then she had her child’s reading comprehension tested and in 5th grade, he was now 3 years below grade level.
Then she saw these questions:
– Does your child skip over the small word (e.g. why, but, what, if, except, etc.)
– Does your child not recognize words previously seen and not mastered?
– Does your child skip words and lines when reading?
– Does your child do OK on short passages and do much worse on passages of 5oo words or more?
Mary was very surprised by these questions — her child had the first three issues (small words, word recognition and skipping words and lines when reading), but her child also did not understand a one line math word problem.
Mary was concerned before the 2014-15 school year started and was confused by new Florida State Standards and what she sees coming — the new Florida Standards Assessments.
Initially, Mary was delighted that the Common Core Standards were not going to be implemented in Florida. Now she realized the new Florida State Standards are virtually identical to the Common Core Assessments.
What went wrong:
– Dyslexia is a broad term that some have narrowed down to a problem with reading that results in a problem with phonics, phonemic awareness, reading fluency, vocabulary and reading comprehension
– When you define a problem so specifically, then you limit the dyslexia programs your child needs to those that address these issues
– Students with dyslexia often learn differently. They are often visual-spatial learners. A visual-spatial learner often needs to master frequently used word vocabulary and word recognition before phonics will work,.
– A visual-spatial learner is more likely to have an eye-teaming issue that often leads to both skipping words and lines when reading, and may lead to confusion and reading avoidance
Mary was surprised by 3 things:
1- Her child could and did qualify for an IEP (Individual Education Plan) because he had a Specific Learning Disability
2- His reading fluency, how well her child read, was on grade level, but his reading comprehension was 3 years below grade level
3- Her child was a visual-spatial learner — and no one had ever questioned if her child learned differently
4- Her child did skip words and lines when reading
5- Her child was delighted to realize that he learned differently and had some of the same attributes as Einstein, Edison and Disney
To see if your child is a visual-spatial learner and whether your child has an eye-teaming issue go to www.3dlearner.com