Learning Disabilities Ebooks Catalog

Adult Dyslexia

Adult Dyslexia

This is a comprehensive guide covering the basics of dyslexia to a wide range of diagnostic procedures and tips to help you manage with your symptoms. These tips and tricks have been used on people with dyslexia of every varying degree and with great success. People just like yourself that suffer with adult dyslexia now feel more comfortable and relaxed in social and work situations.

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Dyslexia Facts You Should Know

Dyslexia, Facts You Should Know Is A Unique Fact Filled E-book That Gathers Easy To Read Information About Dyslexia In One Place For The Interested Reader. Learn How to Cope With A Diagnosis of Dyslexia and What To Do Next. Every bit of this eBook is packed with the latest cutting edge information on Dyslexia. It took months to research, edit, and compile it into this intriguing new eBook. Here's what you'll discover in Dyslexia: Facts You Should Know: What is Dyslexia? History of Dyslexia. Is it Dyslexia or Something Else? How You Can Diagnose Yourself. Benefits of Catching Dyslexia Early. What is the Dyslexia Test? How to Get Everything You Will Need for Help in Coping with Dyslexia. Exploring Your Options for Schools and Programs. What is the Individualized Education Program? Alternatives to the Iep. The Roll Your Childs Teacher Plays. Your Part in Your Childs Education. Why Practice, Patience and Practicality are Most Important. Teens with Dyslexia. Success in Life: Adults Overcoming Dyslexia.

Dyslexia Facts You Should Know Summary


4.6 stars out of 11 votes

Contents: Ebook
Author: Dee Henry
Price: $27.00

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Highly Recommended

The author presents a well detailed summery of the major headings. As a professional in this field, I must say that the points shared in this book are precise.

All the testing and user reviews show that Dyslexia Facts You Should Know is definitely legit and highly recommended.

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Relevance to modern readers

Such children include not only those with developmental and learning disabilities but also those with special gifts. Thanks to Terman, the idea of IQ as an index of giftedness is firmly rooted in American society. Yet Binet himself had doubts about the ability of intelligence tests to identify gifted or talented individuals, and some modern psychologists share his concerns. It seems that highly creative thinking might, by its very nature, defy conventional testing. In addition, there are many kinds of valuable abilities including musical, artistic, athletic, and leadership skills only a few of which are tapped by

Uses of Intelligence Assessment

One of the most widespread and effective uses of intelligence tests is the determination of possible problems in a child's course of basic education. As reported by Lewis Aiken in Assessment of Intellectual Functioning (1987), a typical case involved an eight-year-old boy with a suspected learning disability. He was given the WISC-R test in 1985, and his full-scale IQwas figured to be 116, placing him in the high average classification. This provided an assessment of general intelligence and scholastic aptitude. His verbal IQwas 127, placing him in the ninety-seventh percentile, indicative of exceptional verbal comprehension. This suggested that he could reason very well, learn verbal material quickly, and process verbal information effectively. His performance IQof 98 placed him in the average category, but the magnitude of the difference between his verbal and performance IQs is very unusual in children of his age. It pointed to a need for additional interpretive analysis as well as...

Sources for Further Study

Diagnostic and Statistical Manual of Mental Disorders DSM-IV-TR Rev. 4th ed. Washington, D.C. Author, 2000. Provides a detailed description of the diagnostic criteria, associated features and disorders, and differential diagnosis. It also describes the course of the disorder and familial pattern, if any, for the specific learning disorders. Brown, F. R., III, H. L. Aylward, and B. K. Keogh, eds. Diagnosis and Management of LearningDisabilities. San Diego, Calif. Singular Publishing Group, 1996. A multidisciplinary group of contributors provide a comprehensive yet detailed view of diagnosis, assessment, and treatment of learning problems. Because of its clarity and scope, this is recommended as an introductory text. Lyon, G. Reid. Treatment of Learning Disabilities. In Treatment of Childhood Disorders, edited by E.J. Mash and L. C. Terdal. New York Guilford Press, 1998. This chapter gives an excellent description of treatment models and reviews the...

Choose GetKeep Framework

The keep phase focuses on the skills and resource development necessary to help the person succeed in school. Skills that may need to be developed include time and task management, maintaining concentration, taking notes, writing papers, and asking for assistance (Murphy et al., 2005). To address resource development, a visit to the school's office for students with disabilities is often a good idea. As mentioned earlier, federal law ensures access to a variety of reasonable accommodations, also known as academic adjustments, in the classroom. However, students may need assistance in determining which accommodations are most useful in each individual situation. Some examples include note-takers, modified testing environments, books on tape, and use of assistive technologies, such as computer programs that help students with learning disabilities compose papers (Murphy et al., 2005).

Chromosome Microdeletions

Chromosome microdeletions refer to deletions of millions of base pairs of DNA. When deletions are this large, they can eliminate several genes. Most of the known microdeletions range from 1.5 to 3.5 Mb and are associated with specific clinical syndromes. The syndrome may be caused by loss of a single gene among those that are deleted. For example, Angelman's syndrome is associated with a deletion of approx 3.5 Mb, and the phenotype is believed to result from loss of the UBE3A gene, which lies within the deleted region. Alternatively, the phenotype may result from the loss of more than one gene within the deleted region. These kinds of syndromes are also called contiguous gene syndromes. An example of a contiguous gene syndrome is Williams syndrome (WS), which is caused by a deletion of approx 1.5 Mb in 7q11.23. This disorder is characterized by infantile hypercalcemia, dysmorphic features, mental retardation or learning disability, a characteristic impairment of visual-spatial...

History and Future Directions

Schizophrenia shows no clear pattern in terms of its distribution in the population. It occurs in both males and females, although it tends to have a slightly earlier onset in males than in females. The illness strikes individuals of all social, economic, and ethnic backgrounds. Some patients manifest high levels of intelligence and are excellent students prior to becoming ill others show poor academic performance and signs of learning disability. While the specific pathophysiology associated with schizophrenia remains obscure, the preponderance of evidence demonstrates a significant role for genetic factors in the risk for developing schizophrenia.

The baby box Myth and reality

Other applications Behavior modification techniques are also being used to help people with a wide variety of everyday behavior problems, including those with addictive behaviors, aggression, attention deficit disorder, teen delinquency, and learning disabilities, among others. These methods have been used successfully in schools systems, prisons, mental health institutions, the workplace, and many other environments. Behavior modification has become so popular because it has been shown to be extremely effective in various situations and it empowers the individual using the techniques to change unwanted behavior. Though Skinner would attribute behavior change to environmental reinforcements in one's life to which a person has only limited control, modern adaptations of behavior modification instill the perception of control in the person attempting to make the behavioral change.

The Severe Mental Illnesses

Today, there is increasing awareness that people who experience severe mental illness often suffer from other serious maladies as well. These dually diagnosed individuals may be coping with substance abuse problems, developmental disabilities, severe learning disabilities, and chronic physical illnesses at the same time they are struggling with their mental illness. As you might imagine, the problems raised when someone is suffering from more than one disorder at the same time can be very difficult. Which disorder should be treated first Does the treatment of one disorder negatively affect the treatment of another disorder Which disorder is causing the symptoms that are present Special programs for people who are dually diagnosed are increasing

Followup of highrisk infants and longterm outcome

Neonatologists are faced with a dilemma as some complications arising during the neonatal period may not become apparent until the child is much older. All neonatal units must have a system to monitor neonatal unit graduates. Over a period either a problem will be identified and dealt with, or there will no longer be any significant risk of the problem occurring. In effect this means a follow-up program for 2 years as most children will be speaking and walking at this age. Without such follow-up it is difficult to be sure that any therapies used early in life are not harmful in the longer term. It can be argued that 2 years is not sufficiently long enough to identify problems such as learning difficulties. It is likely that large numbers of children born at the older gestations (32-34 weeks) will have problems at school. Criteria for initial

Neurodevelopmental Disabilities

Among the earliest concerns about the health of premature infants was the association between preterm delivery and neurodevelopmental disabilities. Neurodevelopmental disabilities are a group of chronic interrelated disorders of central nervous system function due to malformation of or injury to the developing brain. The spectrum of neurodevelopmental disabilities includes the major disabilities cerebral palsy (CP) and mental retardation. Sensory impairments include visual impairment and hearing impairment. The more subtle disorders of central nervous system function include language disorders, learning disabilities, attention deficit-hyperactivity disorder (ADHD), minor neuromotor dysfunction or developmental coordination disorders, behavioral problems, and social-emotional difficulties.

Behavioral and Social Emotional Problems

Conduct disorders are more common in children born preterm, but so are traits such as shyness, unassertiveness, withdrawn behavior, and social skill deficits (Bhutta et al., 2002 Grunau et al., 2004 Sommerfelt et al., 1996). In a meta-analysis of 16 case-control studies of children 5 years old or older who had been born preterm, 13 (81 percent) of the studies found that children born preterm had more behavioral problems than controls born full term (Bhutta et al., 2002). Two-thirds of the studies found a higher prevalence of ADHD, 69 percent found a higher prevalence of externalizing symptoms (e.g., delinquency), and 75 percent found a significantly higher prevalence of internalizing symptoms (e.g., anxiety, depression, and phobias). Many of these children withdraw from challenging tasks. Many preterm children with nonverbal learning disabilities have social skill deficits that seriously influence their social interactions and peer relationships (Aylward, 2002 Fletcher et al., 1992)....


If LD is present, the next goal is a detailed description of the learning disorder to guide treatment. Tools will depend upon the specific type of learning disorder. For example, in the case of dyslexia, E. Wilcutt and Pennington suggest that the achievement test given to establish the achievement-intelligence discrepancy be supplemented by others such as the Gray Oral Reading Test (GORT-III), a timed measure of reading fluency as well as reading comprehension. Still another assessment goal is to identify the neuropsychological, linguistic, emotional, and behavioral correlates of the learning disorder and any associated disorders. A variety of measures exist for this purpose. Instrument selection should be guided by the clinician's hypotheses, based on what has been learned about the child and the disorder. Information about correlates and associated disorders is relevant to setting targets for intervention, understanding the etiology, and estimating the child's potential response to...

Jonathan Coutts

Fetal medicine and neonatal intensive care specialists often concentrate on the initial problems a premature neonate faces, such as respiratory distress, and may forget that from a parent's and patient's perspective major problems such as learning difficulties will continue for many years.

The Wechsler Tests

Wechsler's first test (the Wechsler-Bellevue Intelligence Scale) was published in 1939, and it awarded points for each answer depending on the level of sophistication of the response. The test consisted of six verbal subjects (information, comprehension, arithmetic, similarities, vocabulary, and digit span) and five performance subtests (picture completion, picture arrangement, block design, object assemblies, and digit symbols). The division into verbal and performance skills permitted the calculation of three intelligent quotients a verbal IQ based on the sum of the verbal tests, correlated with norms of age, a performance IQ based on the sum of performance tests, and a full-scale IQ derived from the sum of all the answers. The test was standardized on a sample of adults, and it could be used to test individuals who had linguistic or sensorimotor handicaps. The pattern of scores on the separate tests could also be used to diagnose learning disability or, in some situations, clinical...

The Hindbrain

Brain Reticular Formation

Causes chemical changes to occur in the cerebellum that result in the construction of a sort of program for controlling the muscles involved in the particular motor skills. Activation of specific programs enables the performance of particular motor activities. The cerebellum is also involved in other types of learning and performance. Learning language, reading, shifting attention from auditory to visual stimuli, and timing (such as in music or the tapping of fingers) are just a few tasks for which normal cerebellar functioning is essential. People diagnosed with learning disabilities often are found to have abnormalities in the cerebellum.


The method has a lot of potential, and could be used in many settings. Examples that readily spring to mind include looking at patients' interactions with hospital personnel in terms of their perceptions of differences in status, gender differences in pupil-teacher interactions in schools, speech accommodation in professional and other settings, and the play of children with special learning difficulties.


Prevalence rates for learning disorders vary, depending on the definitions and methods of determining the achievement-intelligence discrepancy. According to the American Psychiatric Association, estimates range from 2 percent to 10 percent for the general population, and 5 percent for public school students in the United States. The prevalence rate for each specific learning disorder is more difficult to establish because many studies simply report the total number of learning disorders without separating them according to subcategory. Reading disorder is the most common, found in 4 percent of school-age children in the United States. Approximately four out of five cases of LD have Reading Disorder alone or in combination with Mathematics Disorder or Disorder of Written Expression. About 1 percent of school-age children have Mathematics Disorder, one out of five cases of LD. Disorder of Written Expression alone is rare it is usually associated with Reading Disorder. Studies based on...

Human Imprinting

Lationships over many years when many behaviors are involved. There is some evidence, however, which indicates that failure to imprint may be associated with such things as learning disabilities, child-parent conflicts, and abnormal adolescent behavior. Nevertheless, other cases of imprinting failure seem to have no effect, as can be seen in tens of thousands of adopted children. The success or failure of maternal imprinting in humans is a subject of considerable importance in terms of how maternal imprinting affects human behavior and social interactions in later life.


There is strong empirical support for a genetic basis of Reading Disorder or dyslexia from behavior genetic studies. John C. DeFries and his colleagues indicate that heredity can account for as much as 60 percent of the variance in Reading Disorders or dyslexia. As for the exact mode of genetic transmission, Lon R. Cardon and his collaborators, in two behavior genetic studies, identified chromosome 6 as a possible quantitative trait locus for a predisposition to develop Reading Disorder. The possibility that transmission occurs through a subtle brain dysfunction rather than autosomal dominance has been explored by Bruce Pennington and others. The neurophysiological basis of Reading Disorders has been explored in studies of central nervous dysfunction or faulty development of cerebral dominance. The hypothesized role of central nervous dysfunction has been difficult to verify despite observations that many children with learning disorders had a history of prenatal and perinatal...