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Dyslexia Group Increase awareness and understanding of the effects of dyslexia .

.. Bring together those involved with dyslexic adults and children to discuss wa
ysâ ¦
and the aim to bring about a dyslexia friendly society. I started the group to a
im to encourage organizations and individuals to work together represent the nee
ds of dyslexic people, that we can work together sharing and adding Literacy inf
ormation on the site to raise awareness of dyslexiaâ ¦ support all to reach their full
potential as audience or members, to take positive action to achieve this. To w
ork with others in the aim to bring about improvements and build a wider group o
f people the opportunity to do ... meaning to a much wider audience than the ind
ividual alone. I'm hopeful that we can make this happen together.Bow De x
My links :

Student perspective video: http://www.nottingham.ac.uk/dyslexia/module/whatis/ho


Your child's trouble with reading comes solely from the fact that in school he h
as been taught word guessing instead of reading - and by reading I mean getting
the meaning of words formed by letters on a printed page, and nothing else. As l
ong as he cannot say out loud what each letter combination stands for, he cannot
read. Memorizing or guessing the meaning of whole words in Not reading; on the
contrary, it is an acquired bad habit that stands in the way of your child's eve
r learning to read properly. Therefore, the problems of improving your child's r
eading cannot be solved by giving him a more concentrated dose of what he has be
en getting since first grade. It can only be solved by making him drop the habit
of word guessing and teaching him to read - from scratch.
-- Rudolf Flesch, Why Johnny Can't Read

10 reasons why schools say NO

1. The school does not want to change long-standing procedures.
2. The school does not want to make exceptions to existing policies or practice
3. The school is afraid of setting a precedent.
4. The school does not have the staff to meet the childâ s needs.
5. The staff is not trained to meet the childâ s needs.
6. The school does not have a program to meet the childâ s needs.
7. The school is committed to their one-size-fits all service delivery models.
8. The school believes the services your child needs are too expensive.
9. The school is overwhelmed by the complexity of your childâ s needs.
10. The school does not understand the legal requirement to provide your child
with an individualized program.

Holly Muzzy.

When standardized test scores soared in D.C., were the gains

real? - USATODAY.com
"Le bugie hanno le gambe corte"

(Lies have short legs)! For the past ten years our students have been treated
like "dirt" for the sake of raising test scores. I suggest you read
this article from USA Today regarding Michelle Rhee's illicit practice of
inflating test scores to llok good by using constant erasure. Apparently,
McGraw-Hill discovered this discrepency We have students who past the test due
to falsified undertakings and yet still are deficient academically.

Of interest, Michelle Rhee is Mr. Kevin

Johnson's (to be ousted mayor of Sacramento, California) girlfriend. Due to
money, pre-marital ties, and "blab," Rhee worked her up from
classroom intern- teacher to Superintendent (now-ousted) of Washington, D.C
Schools without proper training and credentials.
Money and Power corrupts.
What to do, a Christian education which is

presented in a wholistic manner (curriculum is tailored to the student) based

on the practices of the late-Dr. Mel Levine, M.D. We focus on student strengths
and manage the weaknesses. We value the student for what he/she has to offer.
We value the positive.
Michael Matteucig www.insynclearning.com
Bow De
When writing the brain can get tangled, you feel knackered and drained. When beg
inning any substantial piece of work it is a real task. A lot of thought goes in
to organizing any ideas i might have. Now and then i leave out the odd letter;
however itâ s not too bad because you can still read the meaning. At times i miss o
ut huge chunks of sentences which i donâ t notice unti l read it through and may not
understand what had been written, or remember what should have been written, th
is is frustrating more so when it is a repetition. Writing can appear messy car
eless to the viewer even appear though i dont care about what im writing or exp
When reading i understand what is being said. But when i have finished and try
and read back, itâ s gone. This makes answering questions on forms very difficult an
d takes extra time more than it should, its easy to get flustered and panicked,
which only makes it harder to concentrate. When reading i stop and start to tr
y to remember what i have just read. Transferring print into my own mind can be
difficult Shoulder and neck tenses i begin to tap pen and feet get more and m
ore worked up. I know that i always have the ideas but the ideas that i attempt
to put on paper they disappear or you have no idea how they would fit.
If we say that someone's memory is like a net - some nets have small holes so no
thing escapes and some nets have big holes so some things escape. Some nets have
been damaged and have rips and tears in them so it is unpredictable what stays
and what escapes. My net was made by someone with no knowledge of what a net sho
uld look like or what its functions should be. Part of my net has big holes, ano
ther part small holes and the rest is a tangled mess of rips and tears and gaps.
As a result you have little say of what you catch in your net and of the things
you do catch you don't know how long they will stay there. People look at your
education say degree or other and say you managed to do well enough, which makes
you think they think there's not much of a problem.
Dyslexia is a hidden syndrome.

Dyslexia is language-based Neuro-Biological


As a child I was unaware I was dyslexic until last year at the age of 45. This d
id not come as a surprise or a shock I was just happy that it was not me. I live
d allot of life growing up believing the worst about me, however I refused to gi
ve up. About 12 years there about I went to college attending for a number of ye
ars. Not so much for the course; personally it was to learn the basics skills at
first, which I did not obtain at school. I did not study English; I did not wan
t to go backwards. I undertook a few creative non exam courses to build my confi
dence and began learning the structures and meaning of the worlds, which I was f
ascinated withand Iâ m sure if I had taken an exam course at the beginning the outcom
e would be different. While in college to my astonishment I realised allot of pe
ople could not spell but they all still managed to go forward. Foreign students
alike. It make's you realised there is hope and youâ re not alone. Many in education
wrongly experiencing been down marked regarding spelling etc, they should come a
nd meet me. Life can full of knocks and ignorance, dyslectic or not. it made mor
e determined to fight. Thank goodness Spelling is not issue at university as lon
g as you have the content. My end of the year work, diaries were exhibited at ou
r local library, to me my diaries appeared as though someone in kindergarten had
written them. however to others it was Albert Einstein.
Wisdom it is not something we are taught,it is what we teach ourself through the
mistakes,success we travel among a sea of our emtions.Each moment no-matter how
small or larger is contently guiding us to a higher path of thou peace.
If you never challege yourself you just end up destroying your one true voice of
Open mindednessis is a virtuous trait. A person who is willing to honestly liste
n to different ideas. There is something even better than an open mind, and far
fewer people actually have this, it is a free mind. A free minded person person
forms his beliefs without fear to the status quo or tradition or anything of tha
t sort. He forms his beliefs in a way that makes the most sense without fear of