About Dyslexia & Reading Problems

Developmental dyslexia is a condition related to poor reading. Children with dyslexia have difficulty
learning to read due to one or more information processing problems such as visual perceptual or
auditory perceptual deficits. Many but not all children with dyslexia have difficulty with reversals of
numbers, letters or words. New research points the way to specific methods of instruction that can help
anyone learn to read well no matter what the underlying problem may be. Following the links will provide
interesting new information as well as extremely effective solutions for all types of reading problems
including developmental dyslexia.

What is dyslexia?

Children who have an average or above IQ and are reading 1 1/2 grades or more below grade level
may be dyslexic. True dyslexia affects about 3 to 6 percent of the population yet in some parts of the
country up to 50% of the students are not reading at grade level. This means that the reason for most
children not reading at grade level is ineffective reading instruction. The dyslexic child often suffers from
having a specific learning disability as well as being exposed to ineffective instruction.

Children may have dyslexia or a learning disability if they have one or more of the following symptoms:

 Letter or word reversals when reading. (Such as was/saw, b/d, p/q).

 Letter or word reversals when writing.
 Difficulty repeating what is said to them.
 Poor handwriting or printing ability.
 Poor drawing ability.
 Reversing letters or words when spelling words that are presented orally.
 Difficulty comprehending written or spoken directions.
 Difficulty with right - left directionality.
 Difficulty understanding or remembering what is said to them.
 Difficulty understanding or remembering what they have just read.
 Difficulty putting their thoughts on paper.

Children with dyslexia do not exhibit these symptoms due to poor vision or hearing but because of brain
dysfunction. The eyes and ears are working properly but the lower centers of the brain scramble the
images or sounds before they reach the higher (more intelligent) centers of the brain. This causes
confusion as well as frustration for the learner.

When a child is having difficulty learning, a comprehensive neurodevelopmental exam is important. This
includes testing of hearing, vision, neurological development, coordination, visual perception, auditory
perception, intelligence, and academic achievement.

Often, perception problems can be helped with simple exercises which either help to improve a specific
problem or teach techniques to compensate for a problem. These often can be done at home. In a few
cases, a referral to an educational or speech therapist may be helpful.
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What causes dyslexia and reading problems?

The main reasons for reading problems are:

1. Ineffective reading instruction

2. Auditory perception difficulties
3. Visual perception difficulties
4. Language processing difficulties

Over 180 research studies to date have proven that phonics is the BEST WAY to teach reading to all
students. They also have shown that phonics is the ONLY WAY to teach reading to students with dyslexia
and other learning disabilities.

Unfortunately, 80% of our nations schools do not use an intensified phonics approach for reading
instruction. They either use the whole word (see & say) approach or a cursory use of phonics along with
the whole word method.

While most people can learn to read using the whole word approach, it is not the best way to learn. It
teaches through memorization of word pictures and guessing. Unlike Chinese or Japanese which are
picture languages, the English language is a phonetic language. With the exception of the United States
which dropped phonics in the 1930's, all other countries that have a phonetic language, teach reading
through phonics.

There are only 44 sounds while there are about 1 million words in English. These facts readily explain
why having to memorize 44 sounds as opposed to memorizing hundreds of thousands of words is the
most efficient way to learn to read.

Reading and writing is simply "talking on paper." Children learn to talk by imitating sounds and then
combining the sounds to form words. The brain is programmed to learn language in this fashion.
Therefore, the most efficient way to learn to read is through phonics because it teaches children to read
the same way they learned to talk. [Click Here For Latest Brain Research Related To Learning To Read]

Children and adults who do not learn to read through an intensive phonics program often have one or
more of the following symptoms:

 Below grade level reading achievement

 Slow reading
 Poor comprehension
 Fatigue after reading only for a short while
  Poor spelling skills
 Lack of enjoyment from reading

Some children have auditory discrimination problems. This may have been the result of having chronic
ear infections when they were young. Others may be born with this learning disability. Correction involves
educational exercises to train the brain in discrimination and to over teach the formation of the sounds
used in speaking and reading.

Another group of children have visual perception problems. They may actually reverse letters or words.
They have difficulty matching the word image on the page with a previously stored image in their brain.
Exercises that train the brain to "see" more accurately may help but instruction with phonics is the best
approach to overcome this problem.

Language development problems can contribute to poor reading and listening comprehension along with
difficulty in verbal and written expression. Learning appropriate word attack skills through phonics along
with special help in receptive and/or expressive language skills improves this type of learning disability.

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Helping Children With Reversals

It is not unusual for children to reverse letters and words when they read or write up to the age of 6 or 7.
This is due to immaturity in brain development. Children who have problems with reversals usually also
have problems with left-right directionality. Below are some exercises that have been found to help
improve directionality and reduce reversals.

Symptoms:

1. Spatial confusion - unable to differentiate left-right, on self, other, or paper.

2. Confuses letter pairs as b-d, m-w, p-q. Confuses words such as was-saw, on-no.

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.

Suggestions for Improving Laterality:

1. Trace hands on paper. Label "right," "left."

2. Play "Simon Says" - "Touch right foot; raise left hand," etc.
3. Child follows the directions in drawing lines up, down, right to left, etc. and in touching parts of
body.
4. Child connects dots on blackboard to make a completed pattern; repeats process on paper.
5. Child shows hands in sequence pattern: left, right, left, right, etc. Use marching as a variation.
6. Child names objects on right and on left. He moves to different parts of the room and repeats.
7. Arrange story pictures in sequence, left to right.
8. Use lined paper for writing.
9. Use weighted wristband to designate right or left hand.
10. Tracing activities, left to right. Mark left with small "x." Use color tracing to repeat.
11. 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).
12. In reading, use markers, "windows," and other left-to-right directional aids.

About Attention Deficit Hyperactivity

Disorder
Attention Deficit Hyperactivity Disorder - ADHD sometimes known as Attention Deficit Disorder - ADD is a
condition that becomes apparent in some children in the preschool and early school years. It is hard for
these children to control their behavior and/or pay attention. It is estimated that between 3 and 5 percent
of children have meet criteria for diagnosis, or approximately 2 million children in the United States. This
means that in a classroom of 25 to 30 children, it is likely that at least one will have ADHD.
 The condition was first described by Dr. Heinrich Hoffman in 1845. A
physician who wrote books on medicine and psychiatry, Dr. Hoffman was
also a poet who became interested in writing for children when he couldn't
find suitable materials to read to his 3-year-old son. The result was a book of
poems, complete with illustrations, about children and their characteristics.
"The Story of Fidgety Philip" was an accurate description of a little boy who
had attention deficit hyperactivity disorder. Yet it was not until 1902 that Sir
George F. Still published a series of lectures to the Royal College of
Physicians in England in which he described a group of impulsive children
with significant behavioral problems, caused by a genetic dysfunction and
not by poor child rearing—children who today would be easily recognized as
having ADHD. Since then, several thousand scientific papers on the disorder
have been published, providing information on its nature, course, causes,
impairments, and treatments.

A child with ADHD faces a difficult but not insurmountable task ahead. In
order to achieve his or her full potential, he or she should receive help,
guidance, and understanding from parents, guidance counselors, and the
public education system. This document offers information on the condition
and its management, including research on medications and behavioral
interventions, as well as helpful resources on educational options.

Diagnosis of Attention Hyperactivity Deficit Disorder

In the most current assessment guidelines published by the American

Psychiatric Association, Diagnostic and Statistical Manual for Mental
Disorders IV (DSM4), the disorder is known as ADHD and has several types
including: (1) predominantly inattentive; (2) predominantly impulsive or (3)
combined. Individuals with this condition usually have many (but not all) of the following symptoms:

Inattention: Hyperactivity:

 often fails to finish what he starts  runs about or climbs on things

 doesn’t seem to listen
 easily distracted
 has difficulty concentration or
paying attention
 doesn’t stick with a play activity
excessively
 can’t sit still and is fidgety
 has difficulty staying in his seat
and bothers classmates
 excessive activity during sleep
 always on the "go" and acts as
 Impulsivity: if "driven"

 often acts without thinking & later Emotional Instability:

feels sorry
 shifts excessively from one activity
to another
 has difficulty organizing work
 needs a lot of supervision
 speaks out loud in class
 doesn’t wait to take turns in games
or groups
 angry outbursts
 social loner
 blames others for problems
 fights with others quickly
 very sensitive to criticism

The diagnosis is made by "ruling out" other medical or psychiatric causes for the symptoms and by then
determining that the patient meets the DSM4 criteria for ADHD. Psychological testing can be useful to
rule out learning disabilities and Continuous Performance Tests (Connor’s CPT, TOVA, IVA, Gordon
Diagnostic) may help confirm the diagnosis and be helpful with titration of medication. At this time the
use of imaging such as PET or SPECT is recommended for research purposes. Several professional
organizations recommend against the use of these techniques due to unwarranted exposure to radiation
and lack of sufficient data to enable accurate diagnosis.

This diagnosis may coexist with anxiety, depression, Tourette’s, bipolar disorder, conduct and learning
disabilities.

True ADHD patients usually start showing symptoms by the time they start school. Some very impulsive
children are diagnosed as early as 2 or 3 years old. Another group appears to develop more severe
symptoms around the fourth grade. These children may have always had ADHD but were able to
compensate for the condition. As school requires more work and more organization skills, these children
may reach a point where they become unable to compensate and exhibit "full blown" ADHD symptoms.
Some children may remain undiagnosed until they are in their teens. More recently adults have been
diagnosed as having Attention Deficit Disorder. These individuals had the disorder as children but were
not properly identified during their childhood. [More Information See: Symptoms - Diagnosis]

Causes of Attention Deficit Hyperactivity Disorder

The symptoms are caused by a neurological dysfunction within the brain. Several
studies using PET scans have confirmed that there is a definite difference in brain
functioning between a group of individuals diagnosed with ADHD and those without
it. The underlying physiological mechanism behind the causes is still not thoroughly understood and
remains under scientific study.
The disorder may be either inherited (70%) or acquired (30%). Recent research in genetics has definitely
shown that the condition runs in families. ADHD may be acquired through various conditions that cause
insult (damage) to the brain. During pregnancy and delivery these include the use of drugs during
pregnancy, smoking during pregnancy, toxemia, infectious diseases, overexposure to radiation,
prematurity, complicated delivery. After birth these include meningitis, encephalitis, seizures from fever,
head injury and lead toxicity. [More on Causes]

ADHD Treatment

Medications such as stimulants have long been employed in ADHD treatment. These medications
improve a chemical imbalance in the brain which is causing the symptoms. A number of neuro-imaging
studies have shown that the brain functioning of these patients does improve and appears to be more like
the normal group after they have taken their prescribed medication.

Medications usually used in treatment improve the availability in the synapse of two neurotransmitters,
dopamine and norepinephrine. Specific neurotransmitters (brain chemicals) are necessary to carry a
nerve impulse (message) along a neuropathway (circuit). When a neurotransmitter is not fully available, a
message may be stopped short of its intended destination. When this happens, the function regulated by
that circuit may not work as well as it should.

Medications that treat ADHD children are not tranquilizers or sedatives. They do not slow
down the nervous system. They actually improve functioning in various areas of the brain
involved with attention, concentration and self-control. Over 200 well controlled studies
have shown that these medications are the safest and most effective psychiatric medications. Failure to
treat with medications may result in increased risk of substance abuse and decreased white matter
volumes in the brain.

Common Medications:

 Adderall
 Concerta
 Dexedrine
 Focalin
 Metadate
 Methylin
 Ritalin
 Straterra (SNRI not a stimulant)

In difficult cases antidepressants or anti-hypertensive medications may be used. [More on Medications]

There is no scientific evidence to support the use of diet, supplements or biofeedback as treatment.
Medication is the most frequently employed ADHD treatment method . It is often employed along with
psychological techniques such as behavior modification and patient/family education. For an objective
review please see Complementary and Alternative Treatments from National Resource Center.

The American Academy of Pediatrics (AAP) recommends that treatment for the disorder should consist of
a comprehensive plan using MEDICATION AND OR PSYCHOLOGICAL TREATMENT. ADHD children
with mild to moderate symptoms may ONLY NEED PSYCHOLOGICAL INTERVENTIONS to show
significant improvement. The treatment should involve the physician, child, parents, family members and
school personnel working together. The basics of the treatment plan must be carried out consistently for
a long period of time (years) in order for maximum and enduring benefits to be achieved. For a review of
recommended psychological interventions see Psychological Treatment for Children and Adolescents
from National Resource Center and Evidence-Based Psychological Treatment for Children from Child
Development Institute. According to a study conducted at State University of New York at Buffalo,
"combining behavior modification therapy with medication is the most effective way to improve the
behavior of many ADHD children. In fact, when the two are combined, the study showed, the amount of
medication required to achieve the same results as use of medication alone can be reduced by two-
thirds".

Due to cost and time factors significant Psychological Treatment interventions are often overlooked.
Child Development Institute recognized this and has produced a multi-media program known as Total
Focus™ that involves the parents and children working together as a team to help the child achieve
success at school and enjoy life at home and in the community. This adhd self-help program is based on
20 years of clinical experience of the author and is produced by a leading publisher of parenting
programs. This cost effective, evidenced based program provides workbook materials and audio lessons
and even a temperature biofeedback devise for use by both parents and kids that teach coping skills
based on proven treatment strategies including:

 Parent Education
 Behavior Modification Programs for Home and School
 Relaxation Training to Improve Emotional Control
 Cognitive Behavioral Therapy to Improve Motivation, Problem Solving Skills and Self-Esteem
 Fun Cognitive Rehabilitation Exercises (Brain Training) to Improve Attention, Concentration and
Executive Functioning
 Parent Coached Social Skill Training

Complete, easy to follow instructions are provided along with numerous questionnaires, charts and
handouts for implementing behavior change programs and monitoring progress. Even telephone
coaching by mental health professionals trained by the author of the program is available when desired.
[More on Total Focus]

Long Term Outlook for Individuals With Attention Deficit Hyperactivity Disorder
When properly treated, children and adolescents can lead very normal and productive lives. In fact, many
traits found in these individuals can help them to become very successful later in life. It should be noted
that a loving, supportive and consistent environment is essential for the positive growth and develop of all
children and especially those with attention deficit disorder or other learning disabilities. People with
ADHD tend to have average or above average intelligence. They are often very creative and usually have
a high energy level. These individuals also are frequently very sensitive and highly affectionate.

In the last few years, it has become more likely for adults to be diagnosed with the disorder and start on
medication. These may be individuals who were not properly identified when they were children. In other
cases, adults have learned to compensate for their disorder and become very successful individuals. In
fact, some may "over compensate" and become extraordinarily successful.

Additional Support Including Parenting and Self-Help

Parents can benefit greatly by participating in a support group along with other families. Parents should
refer to nationally recognized Support Organizations and trusted Professional Associations for reliable
information and effective support and additional adhd self-help options.

About Learning Disabilities

Learning disabilities are present in at least 10 percent of the population. By following the links on this
page you will discover many interesting facts about learning disabilities as well as uncover some of the
myths. You will also be provided with practical solutions to help children and adolescents with learning
disabilities greatly improve their academic achievement as well as their self-esteem.

Major Topics:

What is a learning disability?

How prevalent are learning disabilities?

What causes learning disabilities?

What are the "early warning signs" of learning disabilities?

What should a parent do if it is suspected that a child has a learning disability?

How does a learning disability affect the parents of the child?

Pointers for parents of children with learning disabilities.

 Pointers for teachers of children with learning disabilities.

Rights and Responsibilities of Parents of Children With Disabilities

Preparing Children with Disabilities for School

LD In The News Research On LD

Dyslexia Info Helpful Educational Materials

Improving Your Child's Learning Abilities

Arithmetic & Math Reading
Writing Handwriting
Vocabulary Study Habits
Visual - Spatial Problems Attention Deficit Disorder

What is a learning disability?

Interestingly, there is no clear and widely accepted definition of "learning disabilities." Because of the
multidisciplinary nature of the field, there is ongoing debate on the issue of definition, and there are
currently at least 12 definitions that appear in the professional literature. These disparate definitions do
agree on certain factors:

1. The learning disabled have difficulties with academic achievement and progress. Discrepancies
exist between a person's potential for learning and what he actually learns.
2. The learning disabled show an uneven pattern of development (language development, physical
development, academic development and/or perceptual development).
3. Learning problems are not due to environmental disadvantage.
4. Learning problems are not due to mental retardation or emotional disturbance.

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How prevalent are learning disabilities?

Experts estimate that 6 to 10 percent of the school-aged population in the United States is learning
disabled. Nearly 40 percent of the children enrolled in the nation's special education classes suffer from a
learning disability. The Foundation for Children With Learning Disabilities estimates that there are 6
million adults with learning disabilities as well.

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What causes learning disabilities?

Little is currently known about the causes of learning disabilities. However, some general observations
can be made:

 Some children develop and mature at a slower rate than others in the same age group. As a
result, they may not be able to do the expected school work. This kind of learning disability is
called "maturational lag."
 Some children with normal vision and hearing may misinterpret everyday sights and sounds
because of some unexplained disorder of the nervous system.
 Injuries before birth or in early childhood probably account for some later learning problems.
 Children born prematurely and children who had medical problems soon after birth sometimes
have learning disabilities.
 Learning disabilities tend to run in families, so some learning disabilities may be inherited.
 Learning disabilities are more common in boys than girls, possibly because boys tend to mature
more slowly.
 Some learning disabilities appear to be linked to the irregular spelling, pronunciation, and
structure of the English language. The incidence of learning disabilities is lower in Spanish or
Italian speaking countries.

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What are the "early warning signs" of learning disabilities?

Children with learning disabilities exhibit a wide range of symptoms. These include problems with reading,
mathematics, comprehension, writing, spoken language, or reasoning abilities. Hyperactivity, inattention
and perceptual coordination may also be associated with learning disabilities but are not learning
disabilities themselves. The primary characteristic of a learning disability is a significant difference
between a child's achievement in some areas and his or her overall intelligence. Learning disabilities
typically affect five general areas:

1. Spoken language: delays, disorders, and deviations in listening and speaking.

2. Written language: difficulties with reading, writing and spelling.
3. Arithmetic: difficulty in performing arithmetic operations or in understanding basic concepts.
4. Reasoning: difficulty in organizing and integrating thoughts.
5. Memory: difficulty in remembering information and instructions.

Among the symptoms commonly related to learning disabilities are:

 poor performance on group tests

 difficulty discriminating size, shape, color
 difficulty with temporal (time) concepts
 distorted concept of body image
 reversals in writing and reading
 general awkwardness
 poor visual-motor coordination
 hyperactivity
  difficulty copying accurately from a model
 slowness in completing work
 poor organizational skills
 easily confused by instructions
 difficulty with abstract reasoning and/or problem solving
 disorganized thinking
 often obsesses on one topic or idea
 poor short-term or long-term memory
 impulsive behavior; lack of reflective thought prior to action
 low tolerance for frustration
 excessive movement during sleep
 poor peer relationships
 overly excitable during group play
 poor social judgment
 inappropriate, unselective, and often excessive display of affection
 lags in developmental milestones (e.g. motor, language)
 behavior often inappropriate for situation
 failure to see consequences for his actions
 overly gullible; easily led by peers
 excessive variation in mood and responsiveness
 poor adjustment to environmental changes
 overly distractible; difficulty concentrating
 difficulty making decisions
 lack of hand preference or mixed dominance
 difficulty with tasks requiring sequencing

When considering these symptoms, it is important to remain mindful of the following:

1. No one will have all these symptoms.

2. Among LD populations, some symptoms are more common than others.
3. All people have at least two or three of these problems to some degree.
4. The number of symptoms seen in a particular child does not give an indication as whether the
disability is mild or severe. It is important to consider if the behaviors are chronic and appear in
clusters.

Some of these symptoms may indicate dyslexia. For more information go to ABOUT DYSLEXIA.

Some of these symptoms may indicate attention deficit hyperactivity disorder. For more information go to
ABOUT ADHD.

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What should a parent do if it is suspected that a child has a learning disability?

The parent should contact the child's school and arrange for testing and evaluation. Federal law requires
that public school districts provide special education and related services to children who need them. If
these tests indicate that the child requires special educational services, the school evaluation team
(planning and placement team) will meet to develop an individual educational plan (IEP) geared to the
child's needs. The IEP describes in detail an educational plan designed to remediate and compensate for
the child's difficulties.
Simultaneously, the parent should take the child to the family pediatrician for a complete physical
examination. The child should be examined for correctable problems (e.g. poor vision or hearing loss)
that may cause difficulty in school.

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How does a learning disability affect the parents of the child?

Research indicates that parental reaction to the diagnosis of learning disability is more pronounced than
in any other area of exceptionality. Consider: if a child is severely retarded or physically handicapped, the
parent becomes aware of the problem in the first few weeks of the child's life. However, the pre-school
development of the learning disabled child is often uneventful and the parent does not suspect that a
problem exists. When informed of the problem by elementary school personnel, a parent's first reaction is
generally to deny the existence of a disability. This denial is, of course, unproductive. The father tends to
remain in this stage for a prolonged period because he is not exposed to the child's day-to-day
frustrations and failures.

Research conducted by Eleanor Whitehead suggests that the parent of an LD child goes through a series
of emotions before truly accepting the child and his problem. These "stages" are totally unpredictable. A
parent may move from stage-to-stage in random. Some parents skip over stages while others remain in
one stage for an extended period. These stages are as follows:

DENIAL: "There is really nothing wrong!" "That's the way I was as a child--not to worry!" "He'll grow out of
it!"

BLAME: "You baby him!" "You expect too much of him." "It's not from my side of the family."

FEAR: "Maybe they're not telling me the real problem!" "Is it worse than they say?" "Will he ever marry?
go to college? graduate?"

ENVY: "Why can't he be like his sister or his cousins?"

MOURNING: "He could have been such a success, if not for the learning disability!"

BARGAINING: "Wait 'till next year!" "Maybe the problem will improve if we move! (or he goes to camp,
etc.)."

ANGER: "The teachers don't know anything." "I hate this neighborhood, this school...this teacher."

GUILT: "My mother was right; I should have used cloth diapers when he was a baby." "I shouldn't have
worked during his first year." "I am being punished for something and my child is suffering as a result."

ISOLATION: "Nobody else knows or cares about my child." "You and I against the world. No one else
understands."

FLIGHT: "Let's try this new therapy--Donahue says it works!" "We are going to go from clinic to clinic until
somebody tells me what I want to hear.!"
Again, the pattern of these reactions is totally unpredictable. This situation is worsened by the fact that
frequently the mother and father may be involved in different and conflicting stages at the same time
(e.g., blame vs. denial; anger vs. guilt). This can make communication very difficult.

The good news is that with proper help, most LD children can make excellent progress. There are many
successful adults such as attorneys, business executives, physicians, teachers, etc. who had learning
disabilities but overcame them and became successful. Now with special education and many special
materials, LD children can be helped early. Check out the CDI Resource Center for possible helps for
your child.

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Pointers for parents of children with learning disabilities.

1. Take the time to listen to your children as much as you can (really try to get their "Message").
2. Love them by touching them, hugging them, tickling them, wrestling with them (they need lots of
physical contact).
3. Look for and encourage their strengths, interests, and abilities. Help them to use these as
compensations for any limitations or disabilities.
4. Reward them with praise, good words, smiles, and pat on the back as often as you can.
5. Accept them for what they are and for their human potential for growth and development. Be
realistic in your expectations and demands.
6. Involve them in establishing rules and regulations, schedules, and family activities.
7. Tell them when they misbehave and explain how you feel about their behavior; then have them
propose other more acceptable ways of behaving.
8. Help them to correct their errors and mistakes by showing or demonstrating what they should do.
Don't nag!
9. Give them reasonable chores and a regular family work responsibility whenever possible.
10. Give them an allowance as early as possible and then help them plan to spend within it.
11. Provide toys, games, motor activities and opportunities that will stimulate them in their
development.
12. Read enjoyable stories to them and with them. Encourage them to ask questions, discuss stories,
tell the story, and to reread stories.
13. Further their ability to concentrate by reducing distracting aspects of their environment as much
as possible (provide them with a place to work, study and play).
14. Don't get hung up on traditional school grades! It is important that they progress at their own rates
and be rewarded for doing so.
15. Take them to libraries and encourage them to select and check out books of interest. Have them
share their books with you. Provide stimulating books and reading material around the house.
16. Help them to develop self-esteem and to compete with self rather than with others.
17. Insist that they cooperate socially by playing, helping, and serving others in the family and the
community.
18. Serve as a model to them by reading and discussing material of personal interest. Share with
them some of the things you are reading and doing.
19. Don't hesitate to consult with teachers or other specialists whenever you feel it to be necessary in
order to better understand what might be done to help your child learn.
 About Learning Disabilities

Learning disabilities are present in at least 10 percent of the population. By following the links on this
page you will discover many interesting facts about learning disabilities as well as uncover some of the
myths. You will also be provided with practical solutions to help children and adolescents with learning
disabilities greatly improve their academic achievement as well as their self-esteem.

Major Topics:

What is a learning disability?

How prevalent are learning disabilities?

What causes learning disabilities?

What are the "early warning signs" of learning disabilities?

What should a parent do if it is suspected that a child has a learning disability?

How does a learning disability affect the parents of the child?

Pointers for parents of children with learning disabilities.

Pointers for teachers of children with learning disabilities.

Rights and Responsibilities of Parents of Children With Disabilities

Preparing Children with Disabilities for School

LD In The News Research On LD

Dyslexia Info Helpful Educational Materials

Improving Your Child's Learning Abilities

Arithmetic & Math Reading
Writing Handwriting
Vocabulary Study Habits
Visual - Spatial Problems Attention Deficit Disorder
What is a learning disability?

Interestingly, there is no clear and widely accepted definition of "learning disabilities." Because of the
multidisciplinary nature of the field, there is ongoing debate on the issue of definition, and there are
currently at least 12 definitions that appear in the professional literature. These disparate definitions do
agree on certain factors:

1. The learning disabled have difficulties with academic achievement and progress. Discrepancies
exist between a person's potential for learning and what he actually learns.
2. The learning disabled show an uneven pattern of development (language development, physical
development, academic development and/or perceptual development).
3. Learning problems are not due to environmental disadvantage.
4. Learning problems are not due to mental retardation or emotional disturbance.

Top of Page

How prevalent are learning disabilities?

Experts estimate that 6 to 10 percent of the school-aged population in the United States is learning
disabled. Nearly 40 percent of the children enrolled in the nation's special education classes suffer from a
learning disability. The Foundation for Children With Learning Disabilities estimates that there are 6
million adults with learning disabilities as well.

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What causes learning disabilities?

Little is currently known about the causes of learning disabilities. However, some general observations
can be made:

 Some children develop and mature at a slower rate than others in the same age group. As a
result, they may not be able to do the expected school work. This kind of learning disability is
called "maturational lag."
 Some children with normal vision and hearing may misinterpret everyday sights and sounds
because of some unexplained disorder of the nervous system.
 Injuries before birth or in early childhood probably account for some later learning problems.
 Children born prematurely and children who had medical problems soon after birth sometimes
have learning disabilities.
 Learning disabilities tend to run in families, so some learning disabilities may be inherited.
 Learning disabilities are more common in boys than girls, possibly because boys tend to mature
more slowly.
 Some learning disabilities appear to be linked to the irregular spelling, pronunciation, and
structure of the English language. The incidence of learning disabilities is lower in Spanish or
Italian speaking countries.
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What are the "early warning signs" of learning disabilities?

Children with learning disabilities exhibit a wide range of symptoms. These include problems with reading,
mathematics, comprehension, writing, spoken language, or reasoning abilities. Hyperactivity, inattention
and perceptual coordination may also be associated with learning disabilities but are not learning
disabilities themselves. The primary characteristic of a learning disability is a significant difference
between a child's achievement in some areas and his or her overall intelligence. Learning disabilities
typically affect five general areas:

1. Spoken language: delays, disorders, and deviations in listening and speaking.

2. Written language: difficulties with reading, writing and spelling.
3. Arithmetic: difficulty in performing arithmetic operations or in understanding basic concepts.
4. Reasoning: difficulty in organizing and integrating thoughts.
5. Memory: difficulty in remembering information and instructions.

Among the symptoms commonly related to learning disabilities are:

 poor performance on group tests

 difficulty discriminating size, shape, color
 difficulty with temporal (time) concepts
 distorted concept of body image
 reversals in writing and reading
 general awkwardness
 poor visual-motor coordination
 hyperactivity
 difficulty copying accurately from a model
 slowness in completing work
 poor organizational skills
 easily confused by instructions
 difficulty with abstract reasoning and/or problem solving
 disorganized thinking
 often obsesses on one topic or idea
 poor short-term or long-term memory
 impulsive behavior; lack of reflective thought prior to action
 low tolerance for frustration
 excessive movement during sleep
 poor peer relationships
 overly excitable during group play
 poor social judgment
 inappropriate, unselective, and often excessive display of affection
 lags in developmental milestones (e.g. motor, language)
 behavior often inappropriate for situation
 failure to see consequences for his actions
 overly gullible; easily led by peers
 excessive variation in mood and responsiveness
 poor adjustment to environmental changes
 overly distractible; difficulty concentrating
 difficulty making decisions
  lack of hand preference or mixed dominance
 difficulty with tasks requiring sequencing

When considering these symptoms, it is important to remain mindful of the following:

1. No one will have all these symptoms.

2. Among LD populations, some symptoms are more common than others.
3. All people have at least two or three of these problems to some degree.
4. The number of symptoms seen in a particular child does not give an indication as whether the
disability is mild or severe. It is important to consider if the behaviors are chronic and appear in
clusters.

Some of these symptoms may indicate dyslexia. For more information go to ABOUT DYSLEXIA.

Some of these symptoms may indicate attention deficit hyperactivity disorder. For more information go to
ABOUT ADHD.

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What should a parent do if it is suspected that a child has a learning disability?

The parent should contact the child's school and arrange for testing and evaluation. Federal law requires
that public school districts provide special education and related services to children who need them. If
these tests indicate that the child requires special educational services, the school evaluation team
(planning and placement team) will meet to develop an individual educational plan (IEP) geared to the
child's needs. The IEP describes in detail an educational plan designed to remediate and compensate for
the child's difficulties.

Simultaneously, the parent should take the child to the family pediatrician for a complete physical
examination. The child should be examined for correctable problems (e.g. poor vision or hearing loss)
that may cause difficulty in school.

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How does a learning disability affect the parents of the child?

Research indicates that parental reaction to the diagnosis of learning disability is more pronounced than
in any other area of exceptionality. Consider: if a child is severely retarded or physically handicapped, the
parent becomes aware of the problem in the first few weeks of the child's life. However, the pre-school
development of the learning disabled child is often uneventful and the parent does not suspect that a
problem exists. When informed of the problem by elementary school personnel, a parent's first reaction is
generally to deny the existence of a disability. This denial is, of course, unproductive. The father tends to
remain in this stage for a prolonged period because he is not exposed to the child's day-to-day
frustrations and failures.

Research conducted by Eleanor Whitehead suggests that the parent of an LD child goes through a series
of emotions before truly accepting the child and his problem. These "stages" are totally unpredictable. A
parent may move from stage-to-stage in random. Some parents skip over stages while others remain in
one stage for an extended period. These stages are as follows:

DENIAL: "There is really nothing wrong!" "That's the way I was as a child--not to worry!" "He'll grow out of
it!"

BLAME: "You baby him!" "You expect too much of him." "It's not from my side of the family."

FEAR: "Maybe they're not telling me the real problem!" "Is it worse than they say?" "Will he ever marry?
go to college? graduate?"

ENVY: "Why can't he be like his sister or his cousins?"

MOURNING: "He could have been such a success, if not for the learning disability!"

BARGAINING: "Wait 'till next year!" "Maybe the problem will improve if we move! (or he goes to camp,
etc.)."

ANGER: "The teachers don't know anything." "I hate this neighborhood, this school...this teacher."

GUILT: "My mother was right; I should have used cloth diapers when he was a baby." "I shouldn't have
worked during his first year." "I am being punished for something and my child is suffering as a result."

ISOLATION: "Nobody else knows or cares about my child." "You and I against the world. No one else
understands."

FLIGHT: "Let's try this new therapy--Donahue says it works!" "We are going to go from clinic to clinic until
somebody tells me what I want to hear.!"

Again, the pattern of these reactions is totally unpredictable. This situation is worsened by the fact that
frequently the mother and father may be involved in different and conflicting stages at the same time
(e.g., blame vs. denial; anger vs. guilt). This can make communication very difficult.

The good news is that with proper help, most LD children can make excellent progress. There are many
successful adults such as attorneys, business executives, physicians, teachers, etc. who had learning
disabilities but overcame them and became successful. Now with special education and many special
materials, LD children can be helped early. Check out the CDI Resource Center for possible helps for
your child.

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Pointers for parents of children with learning disabilities.

1. Take the time to listen to your children as much as you can (really try to get their "Message").
2. Love them by touching them, hugging them, tickling them, wrestling with them (they need lots of
physical contact).
3. Look for and encourage their strengths, interests, and abilities. Help them to use these as
compensations for any limitations or disabilities.
4. Reward them with praise, good words, smiles, and pat on the back as often as you can.
5. Accept them for what they are and for their human potential for growth and development. Be
realistic in your expectations and demands.
6. Involve them in establishing rules and regulations, schedules, and family activities.
7. Tell them when they misbehave and explain how you feel about their behavior; then have them
propose other more acceptable ways of behaving.
8. Help them to correct their errors and mistakes by showing or demonstrating what they should do.
Don't nag!
9. Give them reasonable chores and a regular family work responsibility whenever possible.
10. Give them an allowance as early as possible and then help them plan to spend within it.
11. Provide toys, games, motor activities and opportunities that will stimulate them in their
development.
12. Read enjoyable stories to them and with them. Encourage them to ask questions, discuss stories,
tell the story, and to reread stories.
13. Further their ability to concentrate by reducing distracting aspects of their environment as much
as possible (provide them with a place to work, study and play).
14. Don't get hung up on traditional school grades! It is important that they progress at their own rates
and be rewarded for doing so.
15. Take them to libraries and encourage them to select and check out books of interest. Have them
share their books with you. Provide stimulating books and reading material around the house.
16. Help them to develop self-esteem and to compete with self rather than with others.
17. Insist that they cooperate socially by playing, helping, and serving others in the family and the
community.
18. Serve as a model to them by reading and discussing material of personal interest. Share with
them some of the things you are reading and doing.
19. Don't hesitate to consult with teachers or other specialists whenever you feel it to be necessary in
order to better understand what might be done to help your child learn.