Is My Child Dyslexic?
Is my pre-school age child dyslexic? They write some letters and numbers backwards.
Most children under age 6 do not have the brain development to read and write correctly – this is ordinary, not extraordinary. It is not unusual for them to reverse letters and numbers and to confuse words when reading. This is the time to focus on such pre-reading skills as story-telling, creative play and motor skill development, rather than on reading skills.
The Magical I Am™ website discusses the traits and behaviors of dyslexic learners in these resources:
My child has been labeled with a learning disability. Are they dyslexic?
The Magical I Am™ website provides a list of common learning disability labels that are used to identify dyslexic children, children whose learning styles do not fit the educational tools being used to help them learn. Most of these labels refer to aspects of the same underlying problem, dyslexia. Look at the Resources: 86 Dyslexia Labels, and see if your child’s learning disability label is listed among these 86 labels. If so, there is a high probability that the Magical I Am™ app will provide a solution for your child.
My child has trouble learning and no one can identify what needs to be done for him. What do I do to help them?
The difficulty with the identification of the problem is that “labels” are often inaccurate and tend to limit the action taken to help the student. It is wisest to focus on finding solutions that work. So, you are fortunate that your child is not “stuck” with a “label” so far and you can move on to finding a solution.
On the Magical I Am™ website read the article: Resources: What is an Abstract Word or Symbol? for information about the underlying causes of learning problems your child may have.
How do I get my child tested for dyslexia?
The Magical I Am™ website provides a screening test you can use to evaluate your child’s learning strengths and weaknesses, and whether the Magical I Am™ app will help him.
Resources: Dyslexia Self-Assessment
What tests are there for dyslexia?
Since dyslexia is a style of learning and not a physical condition, there is no definitive test for dyslexia.
Many apparently disruptive behaviors, e.g. ADHD, day dreaming, distracted, and going blank, can be associated with reading and with dyslexia. The presence of characteristic behaviors and reading-difficulty symptoms can be used to suggest whether a child is dyslexic or not.
How old must my child be to exhibit dyslexia reading symptoms?
Abstract thinking skills are necessary for a child to learn to understand and use written characters and words. It is at this time that a predominantly Sensory and Big-picture Thinking child has difficulty in school with understanding symbols – typically, written characters, numbers, punctuation marks, and words. At about 6-7 years old, a child may exhibit reading symptoms that could be part the dyslexia dynamic.
Prior to this time, a child’s brain function is primarily Sensory, Big-Picture Thinking. They use their multi-sensory experiences to guide their thinking. A young child needs lots of time working with 3-dimensional, sensory learning situations – story telling, creative play, multi-sensory puzzles (e.g., puzzles that are solved by working with color patterns and shapes). Young children learn from what they feel, hear, see, taste and smell.
Dyslexic Learning Dynamics
What are the reading disability symptoms typically displayed while reading aloud or silently?
Hesitate, insert a word, omit a word, replace a word, misread a word, stutter, go blank, skip a word, skip line(s), day dream, or fidget while reading.
Why can my child read and yet not comprehend what he reads?
There are four phases to reading:
- Recognizing a group of letters that make up a work
- Knowing the sound for that group of letters
- Knowing what the word means
- Comprehending what a group of words are communicating to the reader in the context of what is being read.
If a child is just saying the words, he is missing out on 2 out of 4 of the phases of reading. Therefore, HE IS NOT READING! He may sound as though he is reading, but he has no comprehension of what the words mean or what they add to the context of what he is reading. READING MEANS COMPREHENSION OF WHAT IS READ. Until your child can simultaneously recognize what words look like, sound like and mean, he will not be able to READ because he will lack comprehension of what the sounds of letters and words mean.
Why does my child get so frustrated when he reads?
The 3-dimensional thinking style of a dyslexic makes him sporadically symbol or word blind when working with written characters. All letters and words are symbols. They are abstract representations that are intended to point the reader’s mind toward an implied meaning and understanding. However, the 3-dimensional thinker does not easily move to the part of his brain that thinks logically and deductively. When he looks at symbols that have no inherent meaning (for example: at, the, I, to, of, also, and, is), he inconsistently sees meaningless symbols or blanks. He may exhibit not understanding a word in one sentence, and may read, comprehend, the same word accurately in a different sentence or paragraph. His reading pattern tends to be very inconsistent.
Comprehension occurs when the meaning of all words in sentences, paragraphs and pages of text have been understood. When the reader inconsistently reads words accurately, meaning and understanding of what is being conveyed by the author tends to range from nonsensical to poor. As a result, confusion builds and frustration follows. Confusion and frustration evolve when the student inconsistently stumbles, hesitates, omits words, inserts words, replaces one word with another, or skips lines when he meets many abstract words that he cannot read and understand. The reading material that causes confusion and frustration to evolve can be simple material that the student knows or challenging, new material.
Why does my child struggle so much in school when he is obviously very intelligent?
The dyslexic is a 3-dimensional learner who works with and demonstrates his intelligence well in the 3-dimensional, physical world. In school, this child is asked to make sense of 2-dimensional written characters and to abstract them into meaningful words. Unfortunately, there are 300 abstract words and symbols for which there are no concrete, sensory experiences. The first 25 out of the 100 most commonly read English words are abstract words. This means that your 3-dimensional thinker can make no sense (literally, he has no sensory experience) of the written characters and abstract words he is required to learn to read and write. However, he may have a full understanding of spoken language as he has learned it through his senses during his developing years. Your child may be very intelligent and fluid with words and concepts when he is speaking, and yet be unable to read and write without great effort, confusion and frustration.
What schools lack is putting the 3 parts of a word together, seemingly simultaneously, in a multi-sensory experience. Instead, schools only show students what letters look like in 2 dimensions, and how they sound (phonics and phonemes). Phonetic sounds and phonemes are 3-dimensional sound symbols with no inherent meaning; and letters are 2-dimensional symbols with no inherent meaning. A person must be able to abstract these representations – i.e., they must be able to attach meaning to them that is not inherent within them. It is indeed a wonder that the dyslexic learns to read at all!
Resources: Expand Your Child's Ability to Read
What does dyslexia have to do with 3-dimensional thinking?
Most dyslexics tend to be predominantly multi-sensory (Big-picture) thinkers who process their 3-dimensional sensory experiences in order to understand the world around them.
They see the big picture rather than the details, they are very creative rather than linear and sequential in their thinking, they can recognize and can decode symbols and yet cannot assign meaning to them. Although they may recognize letters and words, and can sound them out, they still may not know and understand the words.
The talent of the visual-spatial, 3-dimensional thinker is the ability to creatively problem-solve and intuitively create new designs and applications from a set of sensory experiences.
What is word blindness or spot blindness?
The earliest term for dyslexia, in 1877, was “word blindness.” When the dyslexic skips words or does not see all the letters of the word while he is reading, this is called “word or spot blindness.”
When a student learns to use the Bindu technology in the Magical I Am™ app his tendency toward word or spot blindness is significantly diminished.
Why doesn’t phoneme and phonics training teach my child to read?
If phonics and phonemic training is not working for your child, then Magical I Am™ app is for you.
A word has three parts to it: what it looks like, what it sounds like, and what it means. Each of these three parts of a word must be learned and used seemingly simultaneously for a 3-dimensional thinker (a dyslexic learner) to be able to learn to read and write. So often, a dyslexic student learns through phonics to sound out letters and words, and yet he has no understanding of them and how to translate these meaningless sounds into a meaningful word. A child may sound out “bh aa t” and not link these sounds into make the word “bat.”
The dyslexic student thinks in terms of his sensory experience, and phonics and phonemes are 3-dimensional sounds that provide no inherent sensory meaning. Therefore, often the dyslexic uses memorization to “supposedly” learn these sounds and words, and therefore, he has no ability to understand and use them consistently.
Magical I Am™ app Questions
What is the difference between the mind’s eye and imagination?
Everyone can see what is in their imagination, but no one can see their mind’s eye. The mind’s eye is what looks at (perceives) the content of the imagination, and the mind’s eye is what perceives and interprets the senses. Through the mind’s eye, a person can mentally visualize and experience what he is thinking.
Why are the Mind’s Eye and the Bindu so Important?
The Mind’s Eye is a name for the ability to “see” internally, to view your imagination, your perception of external and internal experiences. The mind’s eye is actually a composite experiencer of the input of all of your senses.
When your mind’s eye is unstable and shifts viewing-position rapidly to determine the meaning of an unfamiliar object, word, number, symbol, the barrage of multiple perceptions it generates adds stress to understanding the word, number or symbol. Sometimes the mind’s eye lands on a familiar form and determines that this form (a word, number, symbol) must be the object that seemed unfamiliar initially. This is what happens when a child misreads a word, reads a word that is not in the text, or cannot make any sense out of a particular word on the page.
Without a way to stabilize the perceptions of the mind’s eye, a reader will often have a multiple number of “viewings” of the word seen in the book, and will inconsistently “read” it.
The Bindu technology enables a child to learn to stabilize his mind’s eye on a focus point so that he sees the letter, word, symbol correctly and in the same way each time he meets it in print. This eliminates the usual occurrence of confusion that leads to frustration, and then to anger and leaving the task at hand; and instead, enables a reader to keep reading and understanding the story-line.
What books should my dyslexic child be reading?
Statistics prove that the more a child reads and is read to, the more they improve their skill of reading, and they tend to do better in school. The best way to encourage a child to read is to find books close to his reading level that are about topics that he is passionate about. Feed his passion while he learns to read, instead of requiring him to read a number of books from any particular
How to Get More Information about Dyslexia
Are there statistics about dyslexia?
15-20% of the U.S. K-3 population is dyslexic; and yet, only 1% is helped with special schooling. Many people grow up dyslexic without being identified as dyslexic. Being very creative individuals, they have found ways to compensate for their inability to work easily with abstract symbols and words. Those who have great difficulty with learning in school are the individuals that get identified and labeled.