Years ago children who had trouble in school were often dismissed as slow learners, immature students, and troublemakers. Today educators have a much better understanding of some of the challenges their students face. They are more inclined to suggest tests to determine the reasons behind disruptive or withdrawn attitudes. The dyslexia testing Michigan professionals conduct often answers a lot of questions teachers and parents are asking.
No parent wants their child singled out for the wrong reasons, and many are concerned that recommended tests will give their youngster a negative label. Educators are more concerned with pinpointing the problem a child is having and finding ways to overcome it. It may turn out that the child is not dyslexic, but is suffering from some other learning disorder that can be easily treated once it is discovered.
The earlier this condition can be caught, diagnosed, and treated, the better off a child will be. It can begin as early as kindergarten and certainly by second grade. Memory, language skills, phonological or sound structure, and rapid naming are better indicators at this age than spelling and word reading. Pre-reading development is an early indication of potential problems.
There can be several factors involved in this condition, and testers evaluate children for all of them. This takes time. Tests are not completed in one afternoon. They want to find out whether or not the child has this particular problem and how serious it is. There is a genetic component to dyslexia. Testers need to determine if other family members suffered delayed speech or have reading issues. Poor school attendance can also be a determining factor.
Testers will evaluate a child's oral language to assess his or her higher and lower level proficiency. Children with dyslexia often rank in the high or normal range when in comes to understanding directions and age appropriate stories, carrying on a conversation, and understanding and using age appropriate language. Where they have problems is with lower level skills like making and recognizing sound in speech.
Some dyslexic children resort to memorizing words instead of trying to decode them. Parents, who have spent time on the sofa listening to their children read, know that when they encounter unfamiliar words, the best advice is to sound them out, tear them into small pieces, and put those pieces back together to form the larger word. This is known as attacking words and is much more effective than memorization.
Naming speed is another way experts evaluate children for reading disorders. They may take a series of cards with objects, colors, or letters on them and ask the child to identify them as quickly as possible. Difficulty processing the information, either visual or auditory, may predict reading problems.
Dyslexia seldom has anything to do with intelligence. Some of the most famous and successful men and women throughout history have struggled with the condition. It can be diagnosed and successfully handled with the use of established testing and thoughtful educators.
No parent wants their child singled out for the wrong reasons, and many are concerned that recommended tests will give their youngster a negative label. Educators are more concerned with pinpointing the problem a child is having and finding ways to overcome it. It may turn out that the child is not dyslexic, but is suffering from some other learning disorder that can be easily treated once it is discovered.
The earlier this condition can be caught, diagnosed, and treated, the better off a child will be. It can begin as early as kindergarten and certainly by second grade. Memory, language skills, phonological or sound structure, and rapid naming are better indicators at this age than spelling and word reading. Pre-reading development is an early indication of potential problems.
There can be several factors involved in this condition, and testers evaluate children for all of them. This takes time. Tests are not completed in one afternoon. They want to find out whether or not the child has this particular problem and how serious it is. There is a genetic component to dyslexia. Testers need to determine if other family members suffered delayed speech or have reading issues. Poor school attendance can also be a determining factor.
Testers will evaluate a child's oral language to assess his or her higher and lower level proficiency. Children with dyslexia often rank in the high or normal range when in comes to understanding directions and age appropriate stories, carrying on a conversation, and understanding and using age appropriate language. Where they have problems is with lower level skills like making and recognizing sound in speech.
Some dyslexic children resort to memorizing words instead of trying to decode them. Parents, who have spent time on the sofa listening to their children read, know that when they encounter unfamiliar words, the best advice is to sound them out, tear them into small pieces, and put those pieces back together to form the larger word. This is known as attacking words and is much more effective than memorization.
Naming speed is another way experts evaluate children for reading disorders. They may take a series of cards with objects, colors, or letters on them and ask the child to identify them as quickly as possible. Difficulty processing the information, either visual or auditory, may predict reading problems.
Dyslexia seldom has anything to do with intelligence. Some of the most famous and successful men and women throughout history have struggled with the condition. It can be diagnosed and successfully handled with the use of established testing and thoughtful educators.
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