Custom3

	Sign In Sign-Up

Home Page
About Page
General Information Page
Visual Information Page
Diagnosis/ Treatment Page
Parent Page
Contact Page
Reference Page

WHAT CAN PARENTS DO TO HELP?? ROLE OF THE PARENT... The role of the parent, as well as the teacher, is a very crucial one. When trying to overcome any obstacle and achieve certain goals, support and patience is required from all those around the individual. Dyslexic therapy is not any different. These patients have a hard battle ahead of them and need all the encouragement that they can get!!! The parents will need to be good observers of their children in order to detect the Dyslexic behaviors due to the fact that most children can not (or will not) communicate what is going on. It is even recommended that parents take notes when observing their child. Generally, an observation form is used to simplify this process and to focus on specific areas to observe. Cronin (1994) lists eight areas for the parents to observe in children suspected of being Dyslexic. 1. MOTOR SKILLS: * does child cut well? * does child run well? 2. MOTOR COORDINATION: * does child color in the lines? * does child walk in straight line? * does child throw a ball? 3. SENSE OF SPACE: * does child know left from right? * does child complete simple puzzles? * does child have a since of time? 4. MEMORY SEQUENCE: * does child follow 2 step directions? * does child remember 3 items lists? 5. LANGUAGE: * does child act out ideas rather than use words? * does child use limited vocabulary? 6. CHOICES: * does child make independent choices? 7. SOCIAL MATURITY: * does child socialize with others? 8. BEHAVIOR: * does child show frustration easily? The attitude of the parent is very important when dealing with a Dyslexic child. Hope and encouragement need to be expressed to the child as well as rewards and praise for what the child is capable of doing (instead of dwelling on what the child is incapable of doing). Hartwig (1984) mentions some other common guidelines for parents of Dyslexic Children... 1. Do not be over protective. Dyslexic children are very capable and should take on responsibility. 2. Do not do for the child what he/she can do for himself/herself. Give the child a chance to try things out. 3. Encourage curiosity and special interests the child may have, such as art, music or sports. Children are more motivated when it involves something they enjoy. 4. Set reasonable goals but do not make things too easy or too difficult. 5. Be patient. Becoming upset or anxious will only frustrate the child. 6. Think long-term and view the future objectively. Dyslexic children should be encouraged to attend college and receive higher degrees. Still other questions that a parent might want to ask themselves about their child with regards to their school work.... 1. Is my child organized? 2. Does my child have a short attention span? 3. Does my child forget things? 4. Does my child daydream? 5. Does my child distract easily? 6. What strategies does my child have? 7. How does my child learn best? 8. What are my child's interests? 9. What does my child like to do? Cronin (1994) also has some general guidelines to help the Dyslexic child experience less frustration when doing their homework. 1. Set up a routine. Homework should be done at a specific time each day. This establishes a habit and develops responsibility. 2. Set up a place. The place should be a comfortable, quiet work place with NO TV, good lighting and with a desk. It should be where they will not be disturbed. 3. Break up assignments into steps. This makes it easier on the child so they don't feel too overwhelmed, while encouraging them as well (more steps = more accomplishments). 4. Never use homework as a punishment. Give the child verbal praise when they complete their homework.
			LIST OF GOALS... Here are some general goals for the parent to focus on with their Dyslexic child (TCM354, 1991). 1. Set a good example. Read for pleasure and show and share that pleasure with your child. 2. Leave interesting books lying around. Encourage your child to handle book as frequently, carefully and respectfully. 3. Read aloud eagerly to your child. Show him/her how much you enjoy this reading time. Make it special and do it each night if possible. 4. Provide a good reading light for your child's bed area. Encourage a relaxing nightly reading period. Give your child a special hug as you turn off the light at bedtime. 5. Be tuned in to what interests your child. Find books and other reading material in these areas of interest. 6. Discuss books and current events as a family. 7. Ask your child to read to you. Don't be anxious or impatient with his/her reading ability. Listen to the child read; do not listen for reading mistakes. 8. Encourage your child to share what he/she has read in books. Discuss stories, plots, characters, conflicts, resolutions and feelings. 9. Visit the library together. Be sure your child has a library card and encourage its use. Use yours too! 10. Share a reading interest. Both of you read books on the same subject and share what you've learned. 11.Be pleased with your child's reading progress. give specific and genuine praise.
ROLE OF THE TEACHER... The role of the teacher is almost as important as that of the parent. There are 5 learning principles which may allow the teacher to help the Dyslexic child in school (TCM848, 1995). 1. Provide methods of multiple sensory intake since the Dyslexic child learns best through the integrated, simultaneous use of all the senses. 2. Promote a positive outlook in reading since most Dyslexic children's frustration with reading leads to a negative, poorly motivated desire to learn. 3. Minimize the "labeling effect" of being called Dyslexic, which may damage the child's self-esteem, lowering self-expectations as well as teacher expectations. 4. Allow the Dyslexic child to model their correct reading patterns, working to compensate and eliminate the Dyslexic reading patterns. 5. Reinforce fundamental reading skills, such as sound, letter and word recognition (which is the core of the Dyslexic child's problem).