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Dyslexia is difficulty learning to read and/or spell despite adequate instruction and opportunity to learn. It is a type of learning disability and is sometimes referred to as a specific reading disability.
Dyslexia is a brain-based disorder that affects language processing. Specifically, individuals with dyslexia have problems hearing, remembering, and/or thinking about the speech sounds in words. Because the letters or characters used in written language correspond to the sounds in words, individuals with dyslexia have great difficulty learning to spell and/or “sound out” words.
The belief that individuals with dyslexia see words backwards is a myth that is promoted in the media and joked about in popular culture. Most individuals with dyslexia do not have visual problems of any kind. As a result, glasses, colored lenses, or visual training such as eye tracking are not effective treatments for dyslexia.On occasion, individuals with dyslexia may reverse the letters in some words. This does not result from “seeing words backwards” but rather from misremembering the order of the letters in the word. Unlike typical readers who have a clear memory of the sounds in words, individuals with dyslexia cannot as easily rely on the knowledge of the way words sound to help them spell or read words.
No, poor instruction (e.g., incompetent teacher or inappropriate curriculum) and/or parental neglect (e.g., failure to read to the child) do not cause dyslexia.
No, lack of intelligence or motivation does not cause dyslexia. Dyslexia can be accompanied by both high and low intelligence and strong and limited motivation.
The answer to this question is still incomplete. However, it is known that in many cases genes play an important role. Dyslexia runs in families, and it is not uncommon to find that multiple members of an immediate or extended family have dyslexia. Family studies of dyslexia indicate that 20% to 40% of children born to a parent with dyslexia will also be dyslexic. In addition, research shows that 30%-50% of the brothers and sisters of a child with dyslexia will themselves have dyslexia. While dyslexia is heritable, genes are not the only factor influencing its occurrence. If dyslexia was completely genetic, we would expect that identical twins (who share the same genes) would always share dyslexia if present. However, in only about 70% of affected cases are both members of an identifiable twin pair dyslexic. Clearly, other factors in the environment influence the development of dyslexia.
Initially, it was thought that dyslexia occurred much more often in boys than girls. However, recent research suggests that dyslexia is only slightly more common (1.5 to 1) in boys than girls.
`Children with dyslexia often show delayed language development. They may be late to talk or have unexpected problems in grammar (e.g., me want that). They may also have problems understanding and enjoying rhymes or in recognizing that words begin with the same sound. They may be slow to learn the letters of the alphabet and corresponding sounds. Children with dyslexia also may have unexpected problems saying common words with difficult sound patters (e.g., animal, specific, cinnamon). They may also have difficulty remembering instructions or directions. Learning a second language can also be difficult.
An evaluation of reading and reading-related skills by a trained professional can identify if an individual has dyslexia. Most school systems screen and test for dyslexia although they may refer to it as a learning or reading disability. Professionals outside of the schools are also available to diagnose and treat dyslexia. Information about tests and professionals is available through the International Dyslexia Association.
Yes, the difficulties associated with dyslexia can be addressed successfully with intervention. Most research has concerned reading/spelling intervention. While there is not single program that has been shown to be the most effective in improving the reading/spelling outcomes of individuals with dyslexia, those that have been successful involve explicit and systematic instruction in phonics and other aspects of language. Programs that include multisensory presentations are also highly valued by experienced clinicians, but have yet to be fully evaluated in controlled studies. Research also shows that intervention is most effective when begun early in the school years.
No, individuals with dyslexia may have problems in areas other than reading. Specifically, they may have difficulties expressing themselves in spoken as well as written formats. They may also have problems in mathematics (particularly remembering and retrieving math facts) or in learning a second language. They can also have social and/or emotional problems that are secondary to dyslexia.
Yes, individuals with dyslexia can have very successful careers. Thomas Edison, Walt Disney, Tom Cruise, and Cher are among a long list of individuals with dyslexia who have accomplished much in their individual professions. Some have even suggested that individuals with dyslexia may have special talents that help them become more successful than those without dyslexia. While this is a popular and comforting idea for many in the field of dyslexia, it has yet to be tested appropriately in research studies. Nevertheless, with early intervention most individuals with dyslexia can be successful academically and can go on to have productive and fulfilling lives.
This fact sheet was written by Dr. Hugh Catts, author of The Connections Between Language and Reading Disabilities.
A learning disability, also referred to as a learning disorder, is an information-processing problem that prevents a person from learning a skill and using it effectively. Learning disabilities generally affect people of average or above average intelligence. As a result, the disability appears as a gap between expected skills, based on age and intelligence, and academic performance. Common learning disabilities affect a child's abilities in reading, written expression, math or nonverbal skills.
Dyslexia is the most commonly diagnosed learning disability. For individuals with dyslexia, specific portions of the brain typically associated with important reading processes may not develop or function in the same ways that they do in individuals without dyslexia. While it impairs the reading fluency of students taught by “mainstream methods,” people with dyslexia can learn to read with evidence-based explicit instruction. Dyslexia does not otherwise impact the brain structure or functioning, or the intellectual, imaginative, or emotional functioning of the individual.
The Individuals with Disabilities Act (IDEA) is a federal law that protects the rights of students with disabilities. It states that a private evaluation conducted by a professional must be considered by a school district. School districts do not have to accept the evaluation if it does not meet their criteria. While Praxis Learning Solution cannot guarantee that a given school district will accept its evaluation, the Praxis Learning Solution platform was designed to be as compatible as possible with a typical school district’s processes. Components of Praxis Learning Solution evaluations are gold-standard assessments that are well known in the special education world.
Please reach us at info@praxislearningsolution.com if you cannot find an answer to your question.
A Comprehensive Diagnsotic Educational Evaluation also refered to as Full Individual Evaluations or psychoeducational evaluation is the general term for the combination of subtest and assessments that a licensed professional administers to determine if a student has a learning disability. Typical components of a psychoeducational evaluation include assessments of a student’s cognitive abilities and academic skills. Typically, and in the case of PraxisLearning Solution, a student’s performance on these tests are compared to those of hundreds of students in his or her age group so that the professional can create a clear picture of the student’s relative strengths and weaknesses and learning needs.
Signs of dyslexia become more apparent as academic or professional demands increase. The following are common symptoms of dyslexia: -Reading well below the expected level for age -Problems processing and understanding what he or she hears -Difficulty finding the right word or forming answers to questions -Problems remembering the sequence of letters or words -Difficulty seeing (and occasionally hearing) similarities and differences in letters and words -Inability to sound out the pronunciation of an unfamiliar word -Difficulty spelling -Spending an unusually long time completing tasks that involve reading or writing -Avoiding activities that involve reading.
State Board Certified Educational Diagnostician conducts a thorough review of the student’s education, social, and medical history, administers the evaluations, writes a comprehensive report, and shares his or her findings with the client or their caregiver(s).
A Psychoeducational evaluation provides a clearer picture of a client's learning needs and a roadmap to academic success. By looking at how a client's brain functions and assessing his or her academic abilities, Praxis Learning Solution's Educational Diagnostician can identify each person's unique learning needs, so that he or she can get the support needed to excel.
The Psychoeducational report includes a description of critical elements of the student’s education, social, and medical history, an overview of the assessments administered, the student’s results and their comparison to students in a similar cohort, a synthesis of findings that included relative strengths and weaknesses, and clear recommendations that would help the student excel.
The result of a Praxis Learning Solution evaluation is a synthesis of the Educational Diagnostician's findings, diagnosis of learning disabilities such as dyslexia, if applicable, and recommendations for support. Our reports are designed to be accepted by school districts, universities and employers to help clients secure the critical support they need to succeed.
Yes! We evaluate adults up to age 60.
$950. Includes:
We do offer payment plans! Connect with a Praxis Learning specialist today to understand our monthly payment options.
Most insurance providers unfortunately do not reimburse for a Psych Educational Evaluation. That's why Praxis provides our services at 1/4 of the cost of traditional providers. We even offer monthly payment plans to make our assessments as affordable as possible.
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