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https://www.youtube.com/watch?v=JiZvSvALo-4&t=60s

The video showed the child did not really interact with the cards as much. It also showed the cards were mostly in the position of the educator for most of the time, not really leaving any room for the child to interact with the cards.

The importance of the letter-sound relationship was something that was reiterated within the video, where the educator constantly encouraged the child to repeat the letter sounds

There were a few moments where the child did look

The educator provides positive reinforcements once the child has said a letter sound correctly

The video seems to mainly focus on visual and auditory senses

The video also showed how each teaching lesson was broken down into simple and manageable segments with a focus on letters then a focus on blending letter sounds.

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Susan Nolan teaches an Orton Gillingham lesson with a 4th grade dyslexic child

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A focus on the visual and auditory aspects.

Slow and paced learning approach.

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Alphabet Sounds - Quick Phonics Unit One  ( In Dyslexia Friendly Colours )

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Behaviour factor  in children who are dyslexic 

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Behaviour factor  in children who are dyslexic 

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Difficulty learning to sing or recite the alphabet

Difficulty keeping simple rhythm

Difficulty learning nursery rhymes

Difficulty paying attention, sitting still, listening to stories

Poor auditory discrimination

Difficulty with sequencing e.g. coloured beads, classroom routines

Appears not to be listening or paying attentionhttps://www.bdadyslexia.org.uk/advice/children/is-my-child-dyslexic/signs-of-dyslexia-early-years

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Signs of dyslexia (Early Years) - British Dyslexia Association

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The following indicators may suggest that your child has a Specific Learning Difficulty (SpLD) such as dyslexia. Many young children will display these…

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Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling.
Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed. Dyslexia occurs across a range of intellectual abilities.

It is a neurological condition that can impact a person's ability to process language, particularly written language. People with dyslexia often have difficulty decoding and recognizing words, which can make reading and writing challenging

Dyslexia shows up and affects people differently , so there may not be one way of treating it as it can take different approaches

Dyslexia is actually about information processing. Dyslexic people may have difficulty processing and remembering information they see and hear, which can affect learning and the acquisition of literacy skills.

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Dyslexia is a learning difficulty which primarily affects reading and writing skills. However, it does not only affect these skills. Dyslexia is actually about information processing. Dyslexic people may have difficulty processing and remembering information they see and hear, which can affect learning and the acquisition of literacy skills. Dyslexia can also impact on other areas such as organisational skills.

It is important to remember that there are positives to thinking differently. Many dyslexic people show strengths in areas such as reasoning and in visual and creative fields.

Definition of dyslexia

The BDA has adopted the Rose (2009) definition of dyslexia:

Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed. Dyslexia occurs across the range of intellectual abilities. It is best thought of as a continuum, not a distinct category, and there are no clear cut-off points. Co-occurring difficulties may be seen in aspects of language, motor co-ordination, mental calculation, concentration and personal organisation, but these are not, by themselves, markers of dyslexia. A good indication of the severity and persistence of dyslexic difficulties can be gained by examining how the individual responds or has responded to well-founded intervention.

In addition to these characteristics:

The British Dyslexia Association (BDA) acknowledges the visual and auditory processing difficulties that some individuals with dyslexia can experience, and points out that dyslexic readers can show a combination of abilities and difficulties that affect the learning process. Some also have strengths in other areas, such as design, problem solving, creative skills, interactive skills and oral skills.

BDA (2010)

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What is dyslexia? - British Dyslexia Association

# data[].attributes.attachment_link.description
Dyslexia is a learning difficulty which primarily affects reading and writing skills. However, it does not only affect these skills. Dyslexia is actually about information processing. Dyslexic people may have difficulty processing and remembering information they see and hear, which can affect learning and the acquisition of literacy skills.

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The Orton–Gillingham Method

This popular method has long been used to teach children with dyslexia how to read. By focusing on the connection between letters and their sounds, children can assign more meaning to the language and develop better overall comprehension.
https://www.brainbalancecenters.com/blog/top-teaching-methods-for-dyslexic-students#:~:text=The%20Orton%E2%80%93Gillingham%20Method,and%20develop%20better%20overall%20comprehension.

Multisensory- teaching

Multisensory learning involves the use of visual, auditory, and kinesthetic-tactile pathways simultaneously to enhance memory and learning of written language. Links are consistently made between the visual (language we see), auditory (language we hear), and kinesthetic-tactile (language symbols we feel) pathways in learning to read and spell.
https://www.ldau.org/multisensory-teaching-for-dyslexia#:~:text=Effective%20instruction%20for%20students%20with,and%20learning%20of%20written%20language

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When teaching children who have learning disabilities, it's important to use methods that work best with their unique needs. If you are struggling to teach a student with dyslexia or you are a parent of a dyslexic child, here are some methods that may be worth checking out.

What Is Dyslexia?

Dyslexia is a learning disability that was identified over 130 years ago by German neurologist Adolph Kussmaul. The word "dyslexia' simply means "difficulty with words." Although many people associate dyslexia with the switching of letters in a word, it's a reading disorder that extends beyond simple letter conversion. Children who have this learning disability (LD) also have difficulty in recognizing characters, learning the sounds of letters and even identifying words that rhyme. As children get older, they may exhibit other signs of dyslexia, such as difficulty spelling and delayed language development.

Teaching Methods That Work

Luckily, there are many tried-and-true practices that teachers and parents can use to better support children with dyslexia.

The Orton-Gillingham Method

This popular method has long been used to teach children with dyslexia how to read. By focusing on the connection between letters and their sounds, children can assign more meaning to the language and develop better overall comprehension. It also uses a multisensory approach, which means that sight, sound, touch and movement all work in tandem when learning words.

The Structured Literacy Approach

This deliberate teaching method involves techniques such as clapping syllables to help the child better segment words into their components, or phonemes. It also focuses on connecting sounds to their symbols (letters) in two ways: visually, through reading, and auditorily, through spelling. This approach uses a systematic and cumulative progression of learning, meaning that lessons logically connect and build on each other.

A Compassionate Teacher

Finally, it's important to use compassion when approaching a child who struggles with dyslexia, since this condition has been shown to affect a child's self-esteem, confidence and mental health. Whatever method you choose to practice, be sure that you are cognizant of how you can increase the child's sense of self-worth. Praise them often for their hard work, don't put them on the spot in front of their peers, and give them the opportunity to answer questions aloud when possible.

What causes learning difficulties like Dyslexia?

For years, scientists thought that learning difficulties corresponded to specific areas of the brain. But this latest research suggests something entirely different.

In this study by Cambridge Brain Sciences, researchers discovered that no particular area of the brain caused learning difficulties. Instead, they found that weak connectivity between different regions of the brain may be the reason why some children struggle.

The study revealed that the brain is organized in hubs, like a transit system or a social network. Children who had well-connected brain hubs had either very specific cognitive difficulties, such as poor listening skills, or had no cognitive difficulties at all. By contrast, children with poorly connected hubs - like a transit station with few or poor connections - had widespread and severe cognitive problems.

"This study by Cambridge Brain Sciences gives us a deeper understanding of how the brain works -- through brain hubs and networks," says Dr. Rebecca Jackson, Brain Balance Vice President of Programs and Outcomes. "Improving brain connectivity is the core focus of the Brain Balance program. This focus helps us to directly address the problem -- differences in brain connectivity -- rather than simply masking the symptoms that these kids experience."

Driving brain connectivity to improve focus, cognition and learning can allow greater success for kids in the classroom and beyond.

How can the Brain Balance Program help?

The Brain Balance Program is a non-medical solution designed to help improve connections in the brain in a way that helps alleviate the symptoms kids and teens experience with dyslexia.

Extensive scientific research demonstrates that the brain is malleable, allowing for brain connectivity change and development and creating an opportunity for improvement. Brain Balance has applied this research to develop a program that focuses on building brain connectivity and improving the foundation of development, rather than masking or coping with symptoms.

If your child exhibits symptoms commonly associated with dyslexia, or your child has been diagnosed with dyslexia, the Brain Balance Program may be a great fit for your family. Take our online quiz to learn more!

To read more research behind the Brain Balance Program, visit the research and results of the program on the website.

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Top Teaching Methods for Dyslexic Students

# data[].attributes.attachment_link.description
When teaching children who have learning disabilities, it's important to use methods that work best with their unique needs. If you are struggling to teach a student with dyslexia or you are a parent of a dyslexic child, here are some methods that may be worth checking out.

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-

1. Multi-sensory letter cards: Use letter cards with different textures and colours to help children associate each letter with a specific sensation or colour. For example, you could use sandpaper to represent the letter "S" or green for the letter "G"

2.  Alphabet flash cards. Flashcards that show each letter of the alphabet along with a corresponding picture can be a helpful tool for teaching the alphabet to young children with dyslexia.

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Finding it hard to learn or remember the letters of the alphabet.

Mispronouncing familiar words. “Baby talk” is common.

Having trouble recognizing letters. For example, they mistake "t" for "d."

Being unable to recognize rhyming patterns, like "Humpty Dumpty sat on a wall / Humpty Dumpty had a great fall."

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What Are the Symptoms of Dyslexia?

The symptoms of dyslexia might be hard to spot until your child starts school. A teacher might be the first one to notice the signs, especially if your child struggles to read, spell, and follow instructions in the classroom.

Dyslexia symptoms change at different ages and stages of life. Each child with dyslexia has unique strengths, and faces distinct challenges. Yet there are some general signs that your child might need some extra help in school.

[Self-Test] Does Your Child Have Symptoms of Dyslexia?

Dyslexia Symptoms in Preschoolers

Children with dyslexia have trouble processing language. Preschoolers who have this learning disorder are behind their peers in language skills. They take longer to speak and write than their friends, and they sometimes get their letters and words mixed up.

Preschoolers with dyslexia may show signs that include:

Finding it hard to learn or remember the letters of the alphabet.

Mispronouncing familiar words. "Baby talk" is common.

Having trouble recognizing letters. For example, they mistake "t" for "d."

Being unable to recognize rhyming patterns, like "Humpty Dumpty sat on a wall / Humpty Dumpty had a great fall."

Dyslexia Symptoms in Grade-Schoolers

The signs of dyslexia become more obvious in elementary school. Kids with this disorder have a harder time than their classmates in learning how to read and write.

Grade-schoolers with dyslexia:

Read more slowly than other kids their age

Can't tell the difference between certain letters or words

Don't connect letters with the sounds they make -- "buh" for "b" or "em" for "m"

Write letters or numbers backwards, such as "b" instead of "d"

Have trouble sounding out words when they read

Can't always understand what they've read

Write slowly

Misspell words -- even easy words like "and" and "dog"

Say that words on the page appear to blur or jump around

Struggle to follow a series of instructions

Dyslexia Symptoms After Elementary School

Kids who were able to hide their symptoms in elementary school might start to have trouble in middle school as the demands on them increase. They may withdraw socially as it becomes harder for them to communicate with their peers. Middle and high school students with dyslexia:

Have trouble writing clearly (make errors in spelling, grammar, and punctuation)

Take a long time to finish their homework or complete tests

Have messy handwriting

Speak slowly

Avoid reading aloud

Use the wrong words -- like "furnish" instead of "finish" or "lotion" for "ocean"

Can't remember the names of words, so they might say "um" or "uh" a lot

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The symptoms of dyslexia might be hard to spot until your child starts school. A teacher might be the first one to notice the signs, especially if your child struggles to read, spell, and follow instructions in the classroom. Dyslexia symptoms change at different ages and stages of life.

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Phonological skills refer to the ability to process and manipulate sounds in language. In dyslexia, phonological processing difficulties are common and often play a significant role in reading and writing difficulties. Individuals with dyslexia may struggle with phonemic awareness, which is the ability to recognize and manipulate individual sounds (phonemes) in spoken language. They may also have difficulty with phonological memory, which is the ability to remember and retain sound sequences for a short period of time.

These difficulties with phonological processing can make it challenging for individuals with dyslexia to map sounds to letters, and to recognize and decode words.

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teaching the alphabet to children with dyslexia 

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teaching the alphabet to children with dyslexia 

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https://www.youtube.com/watch?v=zZgS8Ij1Ltg

# data[].attributes.attachment_link.title
Susan Nolan teaching an Orton Gillingham lesson with a dyslexic child

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1. Phonological processing difficulties: Children with dyslexia often struggle with phonemic awareness, which is the ability to recognize and manipulate individual sounds (phonemes) in spoken language. They may also have difficulty with phonological memory, which is the ability to remember and retain sound sequences for a short period of time.

2. Difficulty with letter recognition and sound-symbol correspondence: Children with dyslexia may struggle with recognizing and identifying letters, and may have difficulty connecting sounds to their corresponding letters.

3. Difficulty with rhyming: Rhyming is an important pre-reading skill that helps children to develop phonemic awareness. Children with dyslexia may struggle with recognizing and producing rhyming words.

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Dyslexia shows up differently for people and may need to have different strategies to help. One solution may work for one child but won't work for the other, therefore there is no point in adding in all these features trying to cater to all needs as it may be a bit overwhelming

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Children with reading difficulties may also have difficulties in other areas such as:
Memory
Processing Speed
Motor-coordination

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Likes:

Bright colors, especially primary colors like red, blue, and yellow

Toys and games, such as dolls, action figures, puzzles, and building blocks

Animals, especially cute and cuddly ones like puppies and kittens

Cartoons and animated movies, especially ones with musical numbers

Playing outdoors and exploring nature, such as going to the park or playing in the backyard

Snacks and sweets, such as cookies, ice cream, and candy

Dressing up in costumes and pretending to be different characters

Singing and dancing to music, especially songs with catchy melodies and lyrics

Creative activities, such as drawing, painting, and making crafts

Dislikes:

Foods with strong flavors or textures, such as spicy or bitter foods

Loud noises, such as fireworks or thunderstorms

Scary or intimidating images or characters, such as monsters or villains

Being told what to do or being forced to participate in activities they don't enjoy

Feeling bored or restless, especially when they're stuck inside on a rainy day

Waiting in lines or waiting for long periods of time

Being separated from their parents or caregivers for too long

Having to share their toys or belongings with others, especially if they're not used to it.

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1. Multiple modes of input: Dyslexia can make it difficult for children to process information presented in a single format, such as written text. By using multimedia teaching methods, such as videos, images, and audio, children with dyslexia can receive information through multiple modes of input, which can make it easier for them to process and retain information.

2. Visual aids: Children with dyslexia often struggle with phonemic awareness, which is the ability to recognize and manipulate individual sounds in spoken language. Using visual aids, such as images and videos that demonstrate phonetic concepts, can help children with dyslexia to better understand the relationship between sounds and letters.

3. Interactive learning: Interactive multimedia materials, such as educational games and simulations, can engage children with dyslexia and help them to develop their literacy skills in a fun and interactive way. This can be especially beneficial for children who struggle with traditional teaching methods, which may not hold their attention or cater to their specific learning needs.

http://ftp.informatik.rwth-aachen.de/Publications/CEUR-WS/Vol-345/WALTD2008.pdf#page=51

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Words some children with dyslexia struggle with 

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Words some children with dyslexia struggle with 

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1. High-frequency sight words: Common words that are used frequently in written language, such as "the," "and," "is," "it," and "in."

2. Short-vowel words: Words with short vowel sounds, such as "cat," "dog," "pig," and "hat."

3. Rhyming words: Words that sound similar and have the same ending sound, such as "cat," "hat," and "mat."

4. Words with blends and digraphs: Words with two or more consonant sounds that are blended together, such as "grape," "swing," and "plant."

5. Words with irregular spelling patterns: Words that don't follow the standard spelling rules, such as "said," "was," and "have."

# data[].attributes.body
https://pubmed.ncbi.nlm.nih.gov/25387479/

Dyslexic children showed deficits in alertness, covert shift of attention, divided attention, flexibility, and visual search.

# data[].attributes.attachment_link.readable_text
The .gov means it's official.
Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you're on a federal government site.

The site is secure.
The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

. 2014 Nov 12;20:2256-68.

doi: 10.12659/MSM.890969.

Affiliations

¹ Bioimaging Research Center, World Hearing Center, Institute of Physiology and Pathology of Hearing, Warsaw/Kajetany, Poland.

² Department of Experimental Audiology, World Hearing Center, Institute of Physiology and Pathology of Hearing, Warsaw/Kajetany, Poland.

³ Audiology and Phoniatrics Clinic, Institute of Physiology and Pathology of Hearing, Warsaw/Kajetany, Poland.

⁴ World Hearing Center, Institute of Physiology and Pathology of Hearing, Warsaw/Kajetany, Poland.

Free PMC article

Monika Lewandowska et al. Med Sci Monit.

Free PMC article

. 2014 Nov 12;20:2256-68.

doi: 10.12659/MSM.890969.

Affiliations

¹ Bioimaging Research Center, World Hearing Center, Institute of Physiology and Pathology of Hearing, Warsaw/Kajetany, Poland.

² Department of Experimental Audiology, World Hearing Center, Institute of Physiology and Pathology of Hearing, Warsaw/Kajetany, Poland.

³ Audiology and Phoniatrics Clinic, Institute of Physiology and Pathology of Hearing, Warsaw/Kajetany, Poland.

⁴ World Hearing Center, Institute of Physiology and Pathology of Hearing, Warsaw/Kajetany, Poland.

Abstract

Background: Previous studies indicate that many different aspects of attention are impaired in children diagnosed with developmental dyslexia (DD). The objective of the present study was to identify cognitive profiles of DD on the basis of attentional test performance.

Material/methods: 78 children with DD (30 girls, 48 boys, mean age of 12 years ±8 months) and 32 age- and sex-matched non-dyslexic children (14 girls, 18 boys) were examined using a battery of standardized tests of reading, phonological and attentional processes (alertness, covert shift of attention, divided attention, inhibition, flexibility, vigilance, and visual search). Cluster analysis was used to identify subtypes of DD.

Results: Dyslexic children showed deficits in alertness, covert shift of attention, divided attention, flexibility, and visual search. Three different subtypes of DD were identified, each characterized by poorer performance on the reading, phonological awareness, and visual search tasks. Additionally, children in cluster no. 1 displayed deficits in flexibility and divided attention. In contrast to non-dyslexic children, cluster no. 2 performed poorer in tasks involving alertness, covert shift of attention, divided attention, and vigilance. Cluster no. 3 showed impaired covert shift of attention.

Conclusions: These results indicate different patterns of attentional impairments in dyslexic children. Remediation programs should address the individual child's deficit profile.

Figures

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Tallal P. Auditory temporal perception, phonics, and reading disability in children. Brain Lang. 1980;9:182-98. - PubMed

Nicolson RI, Fawcett AJ, Berry EL, et al. Association of abnormal cerebellar activation with motor learning difficulties in dyslexic adults. Lancet. 1999;353(9165):1662-67. - PubMed

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national center for biotechnology information

# data[].attributes.attachment_link.title
Attention dysfunction subtypes of developmental dyslexia - PubMed

# data[].attributes.attachment_link.description
The .gov means it's official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you're on a federal government site. The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

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Confused by letters which look similar, particularly b/d, p/g, p/q, n/u, m/w

Produces messy work with many crossings out and words tried several times, e.g. wippe, wype, wiep, wipe

Seems ‘dreamy’, does not seem to listen

Easily distracted

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If a child appears to be struggling with spelling, reading, writing or numeracy, how do you know whether these difficulties are potential indications of dyslexia?

There are some obvious signs such as a 'spiky' profile which means that a child has areas of strong ability alongside areas of weakness. You may also have other family members with similar weaknesses. Remember that not all dyslexic children will display the same weaknesses and abilities.

General signs to look for are:

Speed of processing: slow spoken and/or written language

Poor concentration

Difficulty following instructions

Forgetting words

Written work

Poor standard of written work compared with oral ability

Produces messy work with many crossings out and words tried several times, e.g. wippe, wype, wiep, wipe

Confused by letters which look similar, particularly b/d, p/g, p/q, n/u, m/w

Poor handwriting with many 'reversals' and badly formed letters

Spells a word several different ways in one piece of writing

Makes anagrams of words, e.g. tired for tried, bread for beard

Produces badly set-out written work, doesn't stay close to the margin

Poor pencil grip

Produces phonetic and bizarre spelling: not age/ability appropriate

Uses unusual sequencing of letters or words

Reading

Slow reading progress

Finds it difficult to blend letters together

Has difficulty in establishing syllable division or knowing the beginnings and endings of words

Unusual pronunciation of words

No expression in reading, and poor comprehension

Hesitant and laboured reading, especially when reading aloud

Misses out words when reading, or adds extra words

Fails to recognise familiar words

Loses the point of a story being read or written

Has difficulty in picking out the most important points from a passage

Numeracy

Confusion with place value e.g. units, tens, hundreds

Confused by symbols such as + and x signs

Difficulty remembering anything in a sequential order, e.g. tables, days of the week, the alphabet

Time

Has difficulty learning to tell the time

Poor time keeping

Poor personal organisation

Difficulty remembering what day of the week it is, their birth date, seasons of the year, months of the year

Difficulty with concepts - yesterday, today, tomorrow

Skills

Poor motor skills, leading to weaknesses in speed, control and accuracy of the pencil

Memory difficulties e.g. for daily routines, self-organisation, rote learning

Confused by the difference between left and right, up and down, east and west

Indeterminate hand preference

Performs unevenly from day to day

Behaviour

Uses work avoidance tactics, such as sharpening pencils and looking for books

Seems 'dreamy', does not seem to listen

Easily distracted

Is the class clown or is disruptive or withdrawn

Is excessively tired due to amount of concentration and effort required

A cluster of these indicators alongside areas of ability may suggest dyslexia and further investigation may be required.

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Signs of dyslexia (Primary school age) - British Dyslexia Association

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If a child appears to be struggling with spelling, reading, writing or numeracy, how do you know whether these difficulties are potential indications of...

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https://www.sciencedirect.com/science/article/abs/pii/S0079742102800056

# data[].attributes.attachment_link.authors[].name
Author links open overlay panelRichard E. Mayer

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This chapter discusses the multimedia learning. Multimedia learning occurs when a learner builds a mental representation from words and pictures that …