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Let us first look at the primary differences between the neurological brain activity of general education students, and dyslexic students. The images below, please note the differences between the dyslexic brain and the non-impaired brain. These images are from research conducted by The Yale Center for Dyslexia & (http://dyslexia.yale.edu/Policy_ADA.html).
“In 2007 – function magnetic resonance imaging (fMRI) was able to peer inside the brain as a person read. Brain imaging provides clear and compelling evidence that Dyslexia is real: brain systems for reading differ in typical and in dyslexic readers’ neural signature for dyslexia”.
As you can see the images above and scientific explanations appear to be extraordinarily complicated, which they are. However, once you understand the general principle of how the brain works then we can greatly simplify this extraordinarily complex neuroscience into a simple system that will allow general education students who are struggling writers, and dyslexic students to quickly improve their reading and writing skills.
Dyslexiaconsultants.com helps highly motivated dyslexic middle, high school, college, and general education students who are struggling with their writing. Our programs differ from other dyslexic educational strategies because our programs concentrate on teaching college level material by employing the highly developed analytical abilities that most of these students possess.
The Writing Methods program was developed by State University of New York researchers to help motivated dyslexic high school and college students improve their writing ability. The program has also been found to be effective with general education students who are struggling with their writing, as a significant part of the Writing Methods basic program was developed based on the research of Dr. James L. Collins. Dr. Collins’ book, Strategies for Struggling Writers, was designed to help general education students who are having difficulties with writing.
A two-year independent study was conducted by Averill Park Central School District, with funding from the New York State Senate. The results were presented in 2006 to the New York City branch of the International Dyslexia Association, and are summarized below:
• Motivated dyslexic High School juniors and seniors were typically 3 to 4 years behind their general education peers in writing.• Most dyslexic students score 2’s, and a few 3’s, on the GRE Analytical Writing Section pretest. This is in the 0 to 6th percentiles.• Dyslexic students increased their posttest scores by 2 points - to 4’s and 5’s on the posttests. This is approximately in the 30th to 70th percentiles.• We followed a few students through college; their GPA’s ranged from mid 2’s to 3.6. The dyslexic students described their writing skills as comparable to their general education peers.
As a parent of a dyslexic middle, high school, or college student you simply want an effective educational program that solves most of your child's writing concerns. This short e-book is designed for that purpose, to provide a research-based program that will allow parents to address the primary causes of their child's writing problems.
I would like to recommend to my readers and a good special education page on http://mzteachuh.com/index.html. In particular I recommend the the article titled "Five things your family can help to help your child overcome dyslexia." Please check it out and let me know what you think. Russell Van Brocklen Editor/Consultant Dyslexiaconsultants.com.
During the fall semester of 2012 Dyslexiaconsultants.com was invited to teach a noncredit writing course for disabled students at SUNY Albany. During this course we found what disabled students neede
Hello to all our fateful readers, I have some interesting news for everyone today. Dyslexia is primarily an organizational problem for dyslexic students, dyslexic students reading and writing problems are secondary.
I can hear what many of my readers are thinking now, "what do you mean that dyslexia is not primarily a reading and writing problems? This is what researchers in the field have told us for decades?"
The answer is quite simple, if you look at research conducted at the Yale Center for Dyslexia and Creativity you will note that the back part of the dyslexic brain has much less neural activity than that of general education minds.
However, the front part of the dyslexic students mind, the part that deals with higher order thinking skills and organization, appears to have 3 to 4 times the neural activity of a general education students mind.
Tomorrow, we will further the discussion on this point.
The Gow School is a leading educational institution for dyslexic boys from grade 7 through 12.
College Writing Course