Dyslexia is a neurological condition that impairs a person's ability to read, write, and spell. It is caused by genetic anomalies in areas of the brain related to language processing. There are several proposed models to explain dyslexia, including a phonological model which argues dyslexics have an impaired ability to connect letters to sounds, preventing word identification and comprehension. Dyslexia is diagnosed through tests that evaluate a person's reading ability compared to their intelligence. Treatments focus on strengthening weaknesses, such as using multisensory techniques to help connect letters to sounds. There is no cure for dyslexia, but treatment plans involving specialized instruction can help dyslexic individuals learn compensatory strategies.

2. DYSLEXIA

3. DYSLEXIA
Historical Perspective
If a child's difficulty with
reading could not be
explained by low
intelligence, poor eye sight,
poor hearing, inadequate
educational opportunities,
or any other problem, then
the child must be dyslexic.
Simple Definition
Dyslexia is an inherited
condition that makes it
extremely difficult to read,
write, and spell in your
native language—despite at
least average intelligence.

6. A neurological model of dyslexia
Neurological model of dyslexia explains how a specific phonological deficit might
arise, Based on a review of the neurology of dyslexia, the model specifies that:
1) Genetically determined focal cortical anomalies in specific left perisylvian
language areas are the underlying cause of the phonological deficit;
2) This phonological deficit is the primary cause of reading impairment;
3) Under certain hormonal conditions during gestation, these cortical
anomalies induce secondary disruption in sensory pathways, notably in the
thalamus. The disruption may even extend to further areas, like the
posterior parietal cortex and even the cerebellum;

7. A Social Model of Dyslexia
Dyslexia is an experience that arises out of natural human diversity
on the one hand and a world on the other where the early learning
of literacy, and good personal organization and working memory is
mistakenly used as a marker of ‘intelligence’.

8. The Phonological Model of Dyslexia
•The phonological model of dyslexia argues that dyslexics have impaired
reading ability because they have a deficit in phonological processing.
• According to this model, dyslexics have a difficult time with written language
because they have an impaired ability to deconstruct written words into
phonemes, thus preventing word identification.
•This low level phonological deficit prevents words from reaching high level
linguistic processing, which would allow the reader to gain meaning from the
text.
•Thus, dyslexics have intact memory and comprehension language processes
that are not activated because they can only be activated after a word has
been identified through phonological processing.

9. SIGN AND CLUES…

10. SIGN AND CLUES OF DYSLEXIA…
• Diagnosed for the first time in third grade. Since
dyslexic readers often do not use a decoding strategy to
identify a word and instead rely heavily on the
surrounding context to figure out.
• Depend on context for understanding rather than
written words de-coding.
• Poor spelling is often a sign of dyslexia.
• Handwriting [can] be an important clue to dyslexia.

11. © 2005-2007 Nemours
BrightStart! Dyslexia Initiative.
All rights reserved.
Symptoms of Possible
Dyslexia in Young Children
• Difficulty recognizing and writing
letters in kindergarten
• Difficulty connecting letters to their
sounds
• Difficulty breaking words into syllables
(e.g., baseball into base and ball)
• Difficulty recognizing rhyming words

12. © 2005-2007 Nemours
BrightStart! Dyslexia Initiative.
All rights reserved.
Symptoms of Possible
Dyslexia in Young Children
• Difficulty identifying words with the same
beginning or ending sounds
• Difficulty reading simple words that can
be sounded out (e.g., big, cat)
• Difficulty remembering common,
irregularly spelled words (e.g., said, who)

13. © 2005-2007 Nemours
BrightStart! Dyslexia Initiative.
All rights reserved.
Symptoms of Dyslexia in Children 8
years and Up
• Persistent difficulty decoding one-syllable regular words and
recognizing common words.
• Difficulty reading small function words (e.g., of, that, to)
• Difficulty with spelling
• Mispronunciation of longer words

14. © 2005-2007 Nemours
BrightStart! Dyslexia Initiative.
All rights reserved.
Symptoms of Dyslexia in Children 8
years and Up
• Difficulty decoding multi-syllable words, especially the
middle syllables
• Difficulty completing longer reading and writing assignments
• Slow reading rate and reduced comprehension
• Dislike or fear of reading and writing

15. (ALL SYMPTOMS DO NOT OCCUR WITH EVERYONE)
ORAL LANGUAGE
CHALLENGES
LISTENING
Memory for word
sequence
(phone numbers,
directions)
Poor
PHONOLOGICAL
AWARENESS
Foreign
Language
SPEAKING
Word
Finding
Multi-
syllables
Sequencing
Ideas
Foreign
Language
SIGN AND CLUES…

16. WRITTEN LANGUAGE
CHALLENGES
(ALL SYMPTOMS DO NOT OCCUR WITH EVERYONE)
READING
Mechanics Comprehension
Speed
Mechanics
Speed
SPELLING/WRITING
Expressing
Ideas
SIGN AND CLUES…

17. (ALL SYMPTOMS DO NOT OCCUR WITH EVERYONE)
ACCOMPANYING CHALLENGES
(SENSORIMOTOR)
Oral MotorMessy Eating
Writing/knots Fingers
Eyes
Tired
Words
Swim
Lose
Place
Spatial Awareness
Up/Down
Left/Right
SIGN AND CLUES…

18. (ALL SYMPTOMS DO NOT OCCUR WITH EVERYONE)
ACCOMPANYING CHALLENGES
(BEHAVIORAL)
Parents with similar
challenges
Brain / Behavior
Disorders
Attention /
Executive Function
Anxiety
Depression
OCD
Oppositional
Behavior
SIGN AND CLUES…

19. Causes And Types
There are several types of dyslexia that can affect the child's ability
to spell as well as read.
1. "Trauma dyslexia" usually occurs after some form of brain trauma
or injury to the area of the brain that controls reading and writing.
2. 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.

20. 4. Visual dyslexia is characterized by number and
letter reversals and the inability to write
symbols in the correct sequence.
3. A third type of dyslexia is referred to as
"secondary" or "developmental dyslexia" and is felt
to be caused by hormonal problems 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.

21. 5. Auditory dyslexia
involves difficulty with sounds of letters or
groups of letters. The sounds are perceived as
jumbled or not heard correctly.
6. Dysgraphia
refers to the child's difficulty holding and
controlling a pencil so that the correct
markings can be made on the paper.

22. Dyslexia Diagnosis
 Dyslexia is a difficult disorder to diagnose.
 The testing determines the child's functional reading level and
compares it to reading potential, which is evaluated by an
intelligence test.
 All aspects of the reading process are examined to pinpoint
where the breakdown is occurring.
 The testing assesses how a child takes in and processes
information and what the child does with the information.
 The tests determine whether a child learns better by hearing
information (auditory), looking at information (visual), or doing
something (kinesthetic).

23. The tests assess and determines how the child can perform better
When allowed to give information (output),
When saying something (oral), or
When doing something with their hands (tactile-kinesthetic).
The tests also evaluate how all of these sensory systems (modalities) work in
conjunction with each other.
DYSLEXIA ASSESSMENT
Dyslexic Evaluation check Lists:
1.Dyslexia screening form
2.A check list for dyslexia

24. A standard battery of tests can include, but is not limited to, the
following:
1.Wechsler Intelligence Scale for Children-Third Edition (WISC-III)
2.Kaufman Assessment Battery for Children (KABC)
3.Bender Gestalt Test of Visual Motor Perception
4.Woodcock-Johnson Psycho-Educational Battery
5.Peabody Individual Achievement Tests-Revised (PIAT)
6.Kaufman Tests of Educational Achievement (KTEA)
7.Beery Developmental Test of Visual-Motor Integration
8.Test of Visual Perception (TVPS)
9.Test for Auditory Comprehension of Language
10.Stanford-Binet Intelligence Scale
11.Test of Auditory Perception (TAPS)
12.Peabody Picture Vocabulary Test-Revised

25. Dyslexia Assessment
dyslexia_screeening_form.pdf
Dyslexic_Assessment.pdf

26. TYPES OF TREATMENT FOR DYSLEXIA
Before any treatment is started, an evaluation must be done to
determine the child's
 Specific area of disability.
 The plan may be implemented in a Special Education setting or in
the regular classroom.
 An appropriate treatment plan will focus on strengthening the
child's weaknesses while utilizing the strengths.
 A direct approach may include a systematic study of phonics.
( phonological approach)
There are many theories about successful treatment for dyslexia, there is
no actual cure for it. The school will develop a plan with the parent
involving occupational therapist to meet the child's needs.

27. COPMPUTERIZED INSTRUCTIONAL METHODS:
Computers are powerful tools for these children and should be utilized
as much as possible. The child should be taught compensation and
coping skills. Attention should be given to optimum learning conditions
and alternative avenues for student performance
MULTISENSORY APPROACH:
Techniques designed to help all the senses work together efficiently can
also be used. Specific reading approaches that require a child to hear,
see, say, and do something (multisensory), the Orton-Gillingham
Method.

28. Treatment
STARTS FROM PHONOLOGICAL
AWARENESS;
Fluent readers process text at a number of
levels at the words, the sentence , the
conceptual and the topic level (Munro &
Munro 1991-1994)
Out put is retained in short term working
memory for various duration.
Retaining and processing is performed at
different levels

29. Model of Language Acquisition (Smythe, 2005)

30. © 2005-2007 Nemours
BrightStart! Dyslexia Initiative.
All rights reserved.
Key Components Of
Research-based Reading Instruction
From the National Reading Panel, explicit, systematic
instruction is essential in:

Phonemic awareness

Phonics

Fluency

Vocabulary

Comprehension

31. © 2005-2007 Nemours
BrightStart! Dyslexia Initiative.
All rights reserved.
• Instruction in each of these reading skills is needed for every
child and it is absolutely critical for any child who is
struggling with reading, in which case, it must be moremore:

Intensive

Multi-sensory

Structured

Explicit
Key Components Of
Research-based Reading Instruction

32. PHONICSPHONICS
IT MUST BEIT MUST BE TAUGHTTAUGHT
NEEDNEED (SOUNDS)(SOUNDS) TO HOOK TO ABSTRACTTO HOOK TO ABSTRACT
WRITTEN SYMBOLS (WRITTEN SYMBOLS (LETTERSLETTERS))
IT’S A LEARNEDIT’S A LEARNED SKILLSKILL
PRONOUNCE THESEPRONOUNCE THESE
WORDS…WORDS…
blitblit frachetfrachet

33.  THE ABILITY TO IDENTIFY, THINK ABOUT, AND MANIPULATE THE INDIVIDUALTHE ABILITY TO IDENTIFY, THINK ABOUT, AND MANIPULATE THE INDIVIDUAL
SOUNDS(PHONEMES) IN WORDSSOUNDS(PHONEMES) IN WORDS
 THE IMPLICATION OF ATHE IMPLICATION OF A GROWINGGROWING ABILITY TO IDENTIFY INDIVIDUALABILITY TO IDENTIFY INDIVIDUAL
SOUNDS IN WORDS.SOUNDS IN WORDS.
PHONEMIC AWARENESSPHONEMIC AWARENESS
Torgesen, www.fcrr.org
MOST USEFUL METHODS OF READING INSTRUCTION ARE THOSE THAT STIMULATE
THE BRAIN TO AUTOMATICALLY RECOGNIZE THE NUMBER, THE ORDER, AND THE
IDENTITY OF SOUNDS WITHIN WORDS.

34. The brain must not only auditorily perceive, but also visually
represent, sounds, letters, and words. This is known as
Symbol Imagery (SI) and it appears to be a major factor in
the creation of both independent reading fluency, as well as
orthographic (standardized way of using a specific writing
system) spelling.
SYMBOL IMAGERY

35. PHONOLOGICAL AWARENESS
 THE UNDERSTANDING THAT WORDS ARE MADE UP OFTHE UNDERSTANDING THAT WORDS ARE MADE UP OF
SMALL BITS OF SOUND –SMALL BITS OF SOUND – PHONOLOGICAL SENSITIVITYPHONOLOGICAL SENSITIVITY
 INNATE INATYPICAL BRAINRECEIVINGINNATE INATYPICAL BRAINRECEIVING
APPRO PRIATE LANGUAGEAPPRO PRIATE LANGUAGE INPUTINPUT
Do the wordsDo the words catcat andand fatfat sound the same at the end?sound the same at the end?
What is the first sound in the wordWhat is the first sound in the word manman??
Torgesen, www.fcrr.org

36. FLUENCY
Ultimately, the goal is to build the student’s auditory
and visual processing systems to the level of
independence so that they may show strong fluency
in reading and writing.

37. COMPREHENSION
The ability to process language is a
prerequisite to learning content.
Specifically the ability to decode,
the ability to retain sight words, the
ability to spell, the ability to
comprehend written and oral
language, and the ability to think
critically are all necessary for
success in content areas.

38. EARLY READING DEVELOPMENT
BREAKING THE CODE

39. How it works?
1. Orthographic Representation
2. Phonological Representation
3. Associated decoding system
Activities

40. DECODING
(MECHANICS)
LANGUAGE
COMPREHENSION
READING
COMPREHENSION+
RECIPE FOR READING

41. PRINCIPLES OF LEARNING
• WHAT FIRES TOGETHER, WIRES TOGETHER –
MULTIPLE SENSES STRENGTHEN PATHWAYS
• OPTIMAL ATTENTION
• CONSISTENT INPUT
• INTENSITY
• SALIENT
• FREQUENT
• REPETITION, REPETITION, REPETITION
Alexander, 2003

42. TYPICAL LANGUAGE ACTIVATION AREAS
SPEECH
PRODUCTION
AREA
AUDITORY
PROCESSING
AREA
VISUAL-LANGUAGE
ASSOCIATION AREA
VISUAL /
VERBAL
AREA
LEFT HEMISPHERE

43. © 2005-2007 Nemours
BrightStart! Dyslexia Initiative.
All rights reserved.
Risk Factors for Dyslexia
• Family history of dyslexia or other learning
disabilities
• Low parental reading level
• Preschool language disorder, especially
language comprehension disorder
• Low socioeconomic status and attendance at
schools with a high poverty rate

44. © 2005-2007 Nemours
BrightStart! Dyslexia Initiative.
All rights reserved.
Examples Of Effective Programs
• Lindamood-Bell Learning
Processes
• Wilson Language Training
• Language!
• Orton-Gillingham
• Barton Reading and
Spelling System

45. Famous Dyslexics
Harry Anderson
A television personality,
comedian and trickster. He is
best known for his role as a
judge on the situation
comedy "Night Court" (1984-
92)
Tom Cruise
A Golden Globe winning
actor best known for his lead
roles in Risky Business and
Top Gun. He is also a film
producer.
Susan Hampshire
Susan Hampshire is an
English actress best
known for her many
television and film
roles. She is most
famous for her role in
What Katy Did.
Pablo Picasso
Pablo Picasso was a
Spanish painter,
draughtsman, and sculptor
who lived most of his adult
life in France. He is best
known for co-founding the
Cubist movement and for
the wide variety of styles
embodied in his work.

46. Dyslexia writting
[1]http://www.brainhe.com/students/types/dyslexia.html
[2]http://www.cheapwebhostingservices.org/go/dyslexia-in-adults-test.html
1) Dyslexia, by Sally E. Shaywitz , on the Scientific American web site
2) What is Dyslexia, by Roger P. Harrie and Carol Weller SITE, on the Kid Source web
site
3) Advances in dyslexia research , on the Geocities web site
4)10 Years of Brain Imaging Research Shows The Brain Reads Sound by Sound , on the
Healthy Place web site
5) Dyslexia and Brain Activity , on the Harvard web site
6) Dyslexia: Cultural Diversity and Biological Unity by Paulesu et al. , on the Science
Magazine Online web site
7) Dyslexia: Same Brains, Different Languages by Laura Helmuth , on the Science
Magazine Online web site
8) Fact Sheet: Dyslexia , on the Learning Disabilities Association web site
9) Beginning Reading And Phonological Awareness For Students With Learning
Disabilities by Michael M. Behrmann , on the Kid Source web site
10) Brief Introduction to FMRI , on the FMRIB web site
11) I world multimedia Education, www.iwmme.com working for delayed learners.
http://www.dyslexia-parent.com/mag30.html
References:

47. Timely Assessment and intervention with Educational Therapies is the answer.
A.R.T
Phone: 021-5344161
Cell: 0300-2286662
Karachi, Pakistan
educational_therapies@yahoo.com
Assessment
If your child shows some of the symptoms. A comprehensive assessment is
recommended:
Teacher/Parents Training
Certificate Course in the Teaching of Children with Dyslexia with certification from UK.
Neuro Linguistic Programming
A tool to assist children with Dyslexia Teaching strategies for dyslexic students are
enhanced by the use of NLP.

48. Special education center for mentally retarded
(intellectually challenged) children
H-8/4, Islamabad.
National Institute of Psychology , Quaid-Azam
University , Islamabad

49. Computerized System of Education
Kindergarten
H No.75A Block, 6th
road
Rawalpindi, Pakistan.
Ph: 0333 55 64 117
Working for Dyslexic children using multimedia education.