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Difficulty processing speech may be an effect of dyslexia, not a cause

Scientists at Carnegie Mellon University have researched how procedural learning affects individuals with dyslexia. Procedural learning is how individuals develop skills through repeated performance and practice.

The experiment involved two groups to play an audio based video game; a control group and participants with dyslexia.
The players identified different characters in the game to different audio sounds. As the game progressed, the speed increased. The control group adapted to the speed, whereas the dyslexic participants were slower to adapt.

From this experiment, the Carnegie Mellon scientists surmise that learning complex auditory categories through procedural learning is hindered by dyslexia. This opens up a new avenue for research since most research is focused on neurological impairments and mapping sounds to visual letters. They are hoping that determining the relationship between procedural learning deficit and auditory category learning will help direct new approaches towards dyslexia interventions.

Kids With Dyslexia To Get More Educational Support

In October, 2015, the state of California has implemented a new state law that will help educators and parents alike to not only identify, but also provide services for students who have dyslexia. Tobie Meyer of Decoding Dyslexia California led the effort to pass this law.

The key element of the new law is that when a school is evaluating a child for special education, they need to consider phonological processing in diagnosing their needs. This is of import since there is a wide consensus that dyslexia is connected with reduced phonological processing.

In addition to the new California state law, there is a new US Senate Resolution that will call upon Congress, schools, and State and local educational agencies to recognize the educational implications of dyslexia, as well as designating October 2015 as “National Dyslexia Awareness Month”.

How To DEFEAT Your Child’s DYSLEXIA: Your Guide to Overcoming Dyslexia Including Tools You Can Use for Learning Empowerment

Sandra K. Cook

Are you trying to help your child overcome his reading difficulties but nothing seems to work?

Is your school giving you the run-around about dyslexia, dragging their feet when you ask for reading help for your child, or playing psychological games in your IEP meetings?

Have your school personnel told you they don’t recognize dyslexia or told you to lower your expectations for your child?

Are you confused about which solution(s) your child needs?

Does he need colored overlays?
Special Glasses?
Vision Therapy?
Does he need a phonics program?
Can your school really help your child?
What can you do at home to help your child?

Understanding the dyslexia-based marketplace is the most important key for starting to help your child. Learning this one key is worth a minute of your time right now ~ Click on “Look Inside” this book now to learn THE most important key to sorting out the solutions for dyslexia today.

Unicorns are Real: Right-brained Approach to Learning (Creative Parenting/Creative Teaching Series)

Barbara Meister Vitale

This mega-best seller provides sixty-five practical, easy-to-follow lessons to develop the much ignored right-brain tendencies of children. These simple yet dramatically effective ideas and activities have helped thousands with learning difficulties. Includes an easy to administer screening checklist to determine hemisphere dominance. Engaging instructional activities that draw on the intuitive, non-verbal abilities of the right brain, a list of skills associated with each brain hemisphere and much more.

In the Mind’s Eye: Creative Visual Thinkers, Gifted Dyslexics, and the Rise of Visual Technologies

Thomas G. West

Now in its fifteenth printing, In the Mind’s Eye has been recognized as a classic in its field. The book still stands alone as a uniquely compelling argument for the great importance of visual thinking and visual technologies as well as the high creative potential of many individuals with dyslexia or other learning difficulties.

In this second edition, Thomas G. West reviews a number of recent developments that support and extend the perspectives and expectations originally set forth in the first edition. In addition to the original eleven portraits of famous individuals with learning difficulties (including Albert Einstein and Thomas Edison), he has added brief profiles of two dyslexic scientists known for their ability to generate, in quite different fields, powerful but unexpected innovations and discoveries: William J. Dreyer, a Caltech professor who used his highly visual imagination to see things in molecular biology and immunology well before others; and John R. (Jack) Horner, who flunked out of the University of Montana seven times (requiring letters of support for readmission) but is now known as one of the three most important paleontologists in the world.

Recognized as among the “best of the best” by the American Library Association in their broad psychology and neuroscience category, this title belongs on the bookshelves of all educators and anyone with an interest in visual thinking, visual technologies, and highly creative people with learning difficulties.