Dyslexia The Quick Screen of Markers & Characteristics

Dyslexia Help: Dysphonetic (phonetic) VS Dsyeidetic (visual) Dyslexia

After over twenty years of being in education, I provide tutoring, consulting, and coaching on dyslexia and other neurodevelopmental differences. Over the last 15 years, I’ve observed an increasing amount of behavioral, sensorial, cognitive, physical, mental, and spiritual difficulties and differences along with an increased number of children being medicated; Therefore, I developed a revolutionary program that includes an evaluation that “looks at the whole child.” I work with all stakeholders on constructive engagement when learning based on my student “whole child” observation(s) inspired by Maria Montessori, Benjamin Bloom, Peter Levine, Conrad E. and Cohen B., Dr. J. Puleo & Dr. L. Horowitz, Howard Garner,  Dr. Bradley Nelsen, Hans Berger, Jean Piaget, Grolnick, W. & Kurowski, C. and Erik Erickson. I have also developed a revolutionary training/intervention program for people with unique learning and neuro-differences. This program is based on my own inductive reasoning and a detective sense contributed to my own gift of dyslexia, countless hours of student observations, educational research, and studies along with my perpetual care for children.

People with dyslexia have a sound and language processing problems. They will struggle to connect letters to sounds and, mainly problems identifying speech sounds and learning how they relate to letters and words; as well, those with visual processing problems struggle to understand visual information such as letters, shapes, or objects and, mainly problems processing graphic symbols. Related to the absorption and processing of sounds [sounds especially can be omitted from the middle position of words the most because it’s the last sound to be processed; even though, it’s in the middle position], Therefore, students with dyslexia most commonly omit letter sounds, words, phrases in the middle position, then the end, and least commonly the beginning. When they omit, they might do sounds confusions such as repetition(s), substitution(s), addition(s) or delete altogether, on the other hand; transversal and reversal are more common in students with a visual processing problem. Because dyslexia cannot be cured, students can develop tools and strategies to help their working memory, phonological awareness, reading, speaking, and spelling. I’d have them remember: if it doesn’t look or sound right reread or rewrite till you’re brain feels like “it’s just right” [trust your brain- you are smart, you can do it, and you are love].

With Much Sincerity,

          Tricia Cook, MEd., RSP, AOG; https://linktr.ee/tcooktutor

“One highly cited study showed that around 80 percent of children with dyslexia had both phonological and surface dyslexia, while 20 percent had only one of the two.”https://www.understood.org/en/learning-thinking-differences/child-learning-disabilities/dyslexia/different-types-of-dyslexia

“In the 1930’s Dr Samuel Orton in the USA noticed that learners with dyslexia had problems in reading and writing when taught by ‘traditional’ methods. Working on the premise that some cerebral connections, notably those between the visual and auditory areas, could be less strong in these learners, he looked for a system of teaching which would use other associative areas of the brain to link the visual and auditory areas.” https://www.dyslexia-and-literacy.international/ONL/EN/Course/S3-2-2.htm

Contact Me Below or Read Here for an Evaluation: https://myelberteveryonelearnsbetterembracingrevolutionaryteaching.com/cooks-evaluations/#.X_WyORZMHIU