DYSLEXIA DECODING.....

What Is Dyslexia?

According to Wikipedia and other sites.. here's a brief definition for this ....


Dyslexia is a neurologically-based, often familial, disorder which interferes with the acquisition and processing of language. Varying in degrees of severity, it is manifested by difficulties in receptive and expressive language, including phonological processing, in reading, writing, spelling, handwriting, and sometimes in arithmetic.
Dyslexia is not the result of lack of motivation, sensory impairment, inadequate instructional or environmental opportunities, or other limiting conditions, but may occur together with these conditions.
Although dyslexia is lifelong, individuals with dyslexia frequently respond successfully to timely and appropriate intervention.


Basically, Dyslexia is an inherited condition that makes it extremely difficult to read, write, and spell in your native language—despite at least average intelligence.

Person with dyslexia have difficulty in , to read despite traditional instruction, at least average intelligence, and an adequate opportunity to learn. It is caused by an impairment in the brain's ability to translate images received from the eyes or ears into understandable language. It does not result from vision or hearing problems. It is not due to mental retardation, brain damage, or a lack of intelligence.

Dyslexia can go undetected in the early grades of schooling. The child can become frustrated by the difficulty in learning to read, and other problems can arise that disguise dyslexia. The child may show signs of depression and low self-esteem. Behavior problems at home as well as at school are frequently seen. The child may become unmotivated and develop a dislike for school. The child's success in school may be jeopardized if the problem remains untreated.

Dyslexia is a learning disability that manifests itself as a difficulty with reading decoding, reading comprehension and/or reading fluency. It is separate and distinct from reading difficulties resulting from other causes, such as a non-neurological deficiency with vision or hearing, or from poor or inadequate reading instruction. It is estimated that dyslexia affects between 5% and 17% of the population

Dyslexia has been proposed to have three cognitive subtypes: auditory, visual and attentional, although not an intellectual disability, it is considered a learning disability, and a reading disability. Persons with dyslexia may have an IQ that ranges anywhere from 70 to well above average, however a standard IQ test would be an inaccurate assessment of intelligence.

Remediation:

1. Simplify tasks so only one new discrimination is made at a time.
2. Make each simple discrimination automatic before the next one is introduced. Overteach 'b", then overteach 'd", before presenting both together.
3. Each discrimination that causes repeated errors should be worked with by itself until the problem is overcome.
4. Trace, then write, the confused letter or word and pronounce it as written.
5. Use short frequent practice periods. Lengthen the time between practice sessions as the material is retained.
6. If the child is confused about his own left/right, use a ring, watch, ribbon or band on his writing arm. Color cue side of desk or paper or word as a starting place.
7. Gradually increase the difficulty of material to discriminate. If errors are made, go back to simpler practice.
8. Suggestions for Improving Laterality:

• Trace hands on paper. Label "right," "left."
• Play "Simon Says" - "Touch right foot; raise left hand," etc.
• Child follows the directions in drawing lines up, down, right to left, etc. and in touching parts of body.
• Child connects dots on blackboard to make a completed pattern; repeats process on paper.
• Child shows hands in sequence pattern: left, right, left, right, etc. Use marching as a variation.
• Child names objects on right and on left. He moves to different parts of the room and repeats.
• Arrange story pictures in sequence, left to right.
• Use lined paper for writing.
• Use weighted wristband to designate right or left hand.
• Tracing activities, left to right. Mark left with small "x." Use color tracing to repeat.
• When beginning writing the lessons, teach the child to begin as close to left edge of sheet as possible (then can move only toward the right).
• In reading, use markers, "windows," and other left-to-right directional aids.

What causes dyslexia? What are the different types of dyslexia?

There are several types of dyslexia that can affect the child's ability to spell as well as read.

"Trauma dyslexia" usually occurs after some form of brain trauma or injury to the area of the brain that controls reading and writing. It is rarely seen in today's school-age population.

A second type of dyslexia is referred to as "primary dyslexia." This type of dyslexia is a dysfunction of, rather than damage to, the left side of the brain (cerebral cortex) and does not change with age. Individuals with this type are rarely able to read above a fourth-grade level and may struggle with reading, spelling, and writing as adults. Primary dyslexia is passed in family lines through their genes (hereditary). It is found more often in boys than in girls.

A third type of dyslexia is referred to as "secondary" or "developmental dyslexia" and is felt to be caused by hormonal development during the early stages of fetal development. Developmental dyslexia diminishes as the child matures. It is also more common in boys.

Dyslexia may affect several different functions. Visual dyslexia is characterized by number and letter reversals and the inability to write symbols in the correct sequence. Auditory dyslexia involves difficulty with sounds of letters or groups of letters. The sounds are perceived as jumbled or not heard correctly. "Dysgraphia" refers to the child's difficulty holding and controlling a pencil so that the correct markings can be made on the paper.

Dyslexia is a specific learning disability that is neurological in origin.

It is characterized by difficulties with accurate and/or fluent word recognition, and by poor spelling and decoding abilities.


I'm taking more interest in this fielded now, Dyslexia... If you are having any experiences... please share here with me.. 
I'm into much more research in adult Dyslexia... remedies of Dyslexia.
Everyone talk about child dyslexia.. nobody care about the adult dyslexia and the remedy of that.