The Apple Group provides referrals, awareness, and training perfect for everyone from parents of dyslexics all the way to those pursuing the new Arkansas State Law mandated therapist for public schools. Choose from the following options below that best suit you.
What Is Dyslexia?
According to Arkansas Law, dyslexia is defined as a specific learning disability that is:
- Neurological in origin;
- Characterized by difficulties with accurate and fluent word recognition and poor spelling and decoding abilities that typically result from a deficit in the phonological component of language;
- Often unexpected in relation to other cognitive abilities;
- Dyslexia, if not diagnosed early, can be severely detrimental to a child's academic success as well as his or her self-esteem;
- Most children identified as having markers of dyslexia and related disorders can be successfully treated;
- The cost of screening and treating dyslexia or a related disorder early is significantly less than the cost of intensive remediation in the later school years for a child with dyslexia or a related disorder.
Is My Child Dyslexic?
Common Characteristics of Dyslexia
Most of us have one or two of these characteristics. That does not mean that everyone has dyslexia. A person with dyslexia usually has several of these characteristics that persist over time and interfere with his or her learning.
- Late learning to talk
- Difficulty pronouncing words
- Difficulty acquiring vocabulary or using age appropriate grammar
- Difficulty following directions
- Confusion with before/after, right/left, and so on
- Difficulty learning the alphabet, nursery rhymes, or songs
- Difficulty understanding concepts and relationships
- Difficulty with word retrieval or naming problems
- Difficulty learning to read
- Difficulty identifying or generating rhyming words, or counting syllables in words (phonological awareness)
- Difficulty with hearing and manipulating sounds in words (phonemic awareness)
- Difficulty distinguishing different sounds in words (phonological processing)
- Difficulty in learning the sounds of letters (phonics)
- Difficulty remembering names and shapes of letters, or naming letters rapidly
- Transposing the order of letters when reading or spelling
- Misreading or omitting common short words
- “Stumbles” through longer words
- Poor reading comprehension during oral or silent reading, often because words are not accurately read
- Slow, laborious oral reading
- Difficulty putting ideas on paper
- Many spelling mistakes
- May do well on weekly spelling tests, but may have many spelling mistakes in daily work
- Difficulty proofreading
So Your Child Is Dyslexic, Now What?
Call Cherry Frierson 870-932-2777
The APPLE Group provides a consultation for newly diagnosed dyslexics and their parents which becomes a self esteem boost for a child, and a lifeline for a parent.
- Overview of the amazing dyslexic brain
- How a dyslexic learns best
- Multisensory strategies for teaching your brain
- Assistance finding a certified dyslexia tutor/therapist
How Can I Find a Dyslexia Tutor/ Therapist?
The structured, sequential, multisensory reading intervention works for everyone, but is essential to the 1 in 5 people who are dyslexic.
Tutoring is helping with homework and reteaching the same information. Tutoring is not what someone with dyslexia needs.
Educational therapy means retraining the brain by teaching in a way that is structured, sequential, cumulative, and uses several sensory pathways simultaneously to actually rewire the brain. We like to say, "We can change your mind."
Students receiving this research-based intervention twice a week for a year showed new neural pathways emerging where there had been under activation in the brain. You can't outgrow dyslexia but now we know that the reading and spelling problems can be helped.
The APPLE Group advises parents that dyslexia intervention works best with 2-3 times a week for 1 or 2 years commitment.
What is an Orton-Gillingham-based multisensory structured language approach?
CONTENT: What is taught?
- Sound-Symbol Association: This is the knowledge of the various sounds in the English language and their correspondence to the letters and combinations of letters which represent those sounds. Sound-symbol association must be taught (and mastered) in two directions: visual to auditory and auditory to visual. Additionally, students must master the blending of sounds and letters into words as well as the segmenting of whole words into the individual sounds
- Phonology and phonological awareness: Phonology is the study of sounds and how they work within their environment. A phoneme is the smallest unit of sound in a given language that can be recognized as being distinct from other sounds in the language. Phonological awareness is the understanding of the internal linguistic structure of words. An important aspect of phonological awareness is phonemic awareness or the ability to segment words into their component sounds.
- Syllable Instruction: A syllable is a unit of oral or written language with one vowel sound. Instruction must include the teaching of the six basic types of syllables in the English Language: closed, vowel-consonant-e, open, consonant-le, r-controlled, and diphthong. Syllable division rules must be directly taught in relation to the word structure.
- Morphology: Morphology is the study of how morphemes are combined from words. A morpheme is the smallest unit of meaning in the language. The curriculum must include the study of base words, roots, and affixes.
- Syntax: Syntax is the set of principles that dictate the sequence and function of words in a sentence in order to convey meaning. This includes grammar, sentence variation and the mechanics of language.
- Semantics: Semantics is that aspect of language concerned with meaning. The curriculum (from the beginning) must include instruction in the comprehension of written language.
PRINCIPLES OF INSTRUCTION: How it is taught?
- Simultaneous, Multisensory (VAKT): Teaching is done using all learning pathways in the brain (visual/auditory, kinesthetic-tactile) simultaneously in order to enhance memory and learning.
- Systematic and Cumulative: Multisensory language instruction requires that the organization of material follows the logical order of the language. The sequence must begin with the easiest and most basic elements and progress methodically to more difficult material. Each step must also be based on those already learned. Concepts taught must be systematically reviewed to strengthen memory.
- Direct Instruction: The inferential learning of any concept cannot be taken for granted. Multisensory language instruction requires the direct teaching of all concepts with continuous student-teacher interaction.
- Diagnostic Teaching: The teacher must be adept at prescriptive or individualized teaching. The teaching plan is based on careful and continuous assessment of the individual's needs. The content presented must be mastered to the degree of automaticity.
- Synthetic and Analytic Instruction: Multisensory, structured language programs include both synthetic and analytic instruction. Synthetic instruction presents the parts of the language and then teaches how the parts work together to form a whole. Analytic instruction presents the whole and teaches how this can be broken down into its component parts.
Information on Orton/Multisensory Teaching adapted from “Clinical Studies of Multisensory Structured Language Education for Students with Dyslexia and Related Disorders” published by the International Multisensory Structured Language Education Council and distributed by The International Dyslexia Association.