The Dyslexia Project’s mission is to empower children to become all they are capable of being, by helping them to learn to read, using methods based on research by the National Institute of Health.
In addition, we seek to develop awareness of what dyslexia is, how it can be overcome, and why it is important to do so. We also seek to empower dyslexic children by helping them to appreciate their special talents and abilities.
Dyslexics are very noticeable by their strengths. They most likely will be good in one or more of these areas:
• People skills, very sensitive
• Highly intuitive
• Mechanical skill, good logic
• 3-D visualization
• Extremely curious
Dyslexia is a language processing disorder that also impacts directionality and the ability to memorize random facts. Dyslexia is inherited. Warning signs of dyslexia start to appear as early as age 1. A child can be accurately tested for dyslexia as early as age 5. Dyslexia can now be identified by MRI, but is easily identified by a set of signs/symptoms. Nothing else can mimic dyslexia.
We know that our method is not a quick fix (research shows that it takes about 100 hours to bring the student to a level of competence) and we hope to keep the students long enough to bring their skills up to grade level.
• As our students become competent, enthusiastic readers and spellers, we will begin again with more children who need our help.
• We will hold periodic meetings at the local library, to inform parents and the general public about dyslexia and related learning difficulties.
• We will host continuing education courses for the students in our local colleges/universities so they will be competent in recognizing dyslexia, and offering resources to close the gap for children who struggle processing language.
• We will gently and confidently relay 30 years of research to our testing facilities and school facilities in the State of Arkansas about the myths surrounding dyslexia. We will provide information on testing standards that must be followed to accurately diagnose dyslexia, set forth by the International Dyslexia Association. We will also convey the proof of early, specific, systematic, and logical approaches to help those with dyslexia.
• We will help other groups to replicate what we are doing in Conway, so that children in other nearby communities will benefit from what we have learned.
• We will investigate other states that have successful programs set in place for early/accurate screening of children with dyslexia. We will advocate for legislation which provides children to be identified early. We will also advocate for research-proven approaches, as well as accommodations in the classroom, for these children to be offered every opportunity to live up to the potential with which are capable.
• We will eventually close our doors, when the schools in our area finally address the considerable problems faced by children who cannot learn to read by traditional methods.
• Delayed speech
• Mixing up sounds and syllables in long words
• Chronic ear infections
• Severe reactions to childhood illnesses
• Constant confusion of left vs. right
• Late establishing dominant hand
• Difficulty learning to tie shoes
• Trouble memorizing alphabet, address, phone number, etc.
• Can’t create words that rhyme
• A close relative with dyslexia
• Dysgraphia (slow, non-automatic handwriting that is difficult to read)
• Letter or number reversals continuing past 1st grade
• Extreme difficulty with cursive
• Slow, choppy, inaccurate reading: guessing at words, skips or misreads prepositions (at, to, of), ignores suffixes, can’t sound out unknown words
• Terrible spelling (spelling worse than reading) even high repetition sight words.
• Trouble with math: memorizing multiplication tables, memorizing sequence of steps, directionality
• Difficulty finding correct word: “whatyamacallits” and “thingies”
• Extremely messy bedroom, backpack, and desk
• Dreads going to school: complains of stomach aches or headaches, nightmares about school
• All above symptoms
• Limited vocabulary
• Extremely poor written expression-large discrepancy between verbal skills and written composition
• Unable to master a foreign language
• Difficulty reading printed music
• May drop out of high school
If a child has 3 or more of the following warning signs, they should be screened/tested for dyslexia.
To schedule a screening please call one of our certified screeners:
Becca Keith 501-472-3042 or Brenda Burgess 501-472-6521
Methods that Won’t help a dyslexic:
• Hooked on phonics
• Reading recovery
• Read naturally
• Accelerated reader
• Vision therapy
• Brain gym or other exercises
• Sylvan, score, Kuman centers, other common tutoring facilities
• Ron Davis, Gift of Dyslexia
• Special diet or medication
This is not my opinion, but based on results. My source on this is Susan Barton, one of the most highly educated people in the country on the subject of dyslexia. This could definitely step on some toes, but this is the truth.
Methods that work: based on Orton-Gillingham way
• Alphabetic phonics
• Project read
• Barton Reading and Spelling System
The method that our tutors will be using the called the Barton Reading and Spelling System. It is an Orton-Gillingham adapted method. This method was developed so that parents could tutor their own children. It is scripted and comes with DVDs that teach each lesson to the tutor before presenting it to the child.
For more information on the Barton System visit www.brightsolutions.us