There was a time when children who had trouble reading and spelling were dismissed by the educational system as immature, slow learners, and lazy. Educators know much more today and are more empathetic toward students who face these challenges. They are much quicker to recommend tests to determine the cause of withdrawn or disruptive behaviors. The dyslexia testing Michigan experts conduct is becoming a standard indicator of this treatable condition.
No parent wants their child singled out for the wrong reasons, and many are concerned that recommended tests will give their youngster a negative label. Educators are more concerned with pinpointing the problem a child is having and finding ways to overcome it. It may turn out that the child is not dyslexic, but is suffering from some other learning disorder that can be easily treated once it is discovered.
The earlier this condition can be caught, diagnosed, and treated, the better off a child will be. It can begin as early as kindergarten and certainly by second grade. Memory, language skills, phonological or sound structure, and rapid naming are better indicators at this age than spelling and word reading. Pre-reading development is an early indication of potential problems.
There are a number of factors that are taken into account when a child is being evaluated for reading disorders. The tests take more than an afternoon and each one will play a part in deciding if the child is suffering from this condition and how severe it is. Dyslexia has a genetic component. If there is a family history of reading issues or delayed speech, the child is more inclined to have the same problems. Poor school attendance can also retard development skills.
Testing is done to determine a child's proficiency in the lower and higher levels of oral language. Dyslexic children are often adept at understanding age appropriate stories and language, understanding directions, conversing with others, and using age appropriate language. They face problems with recognizing and making sound in speech, which are lower level skills.
Some dyslexic children resort to memorizing words instead of trying to decode them. Parents, who have spent time on the sofa listening to their children read, know that when they encounter unfamiliar words, the best advice is to sound them out, tear them into small pieces, and put those pieces back together to form the larger word. This is known as attacking words and is much more effective than memorization.
Naming speed is another way experts evaluate children for reading disorders. They may take a series of cards with objects, colors, or letters on them and ask the child to identify them as quickly as possible. Difficulty processing the information, either visual or auditory, may predict reading problems.
Dyslexia seldom has anything to do with intelligence. Some of the most famous and successful men and women throughout history have struggled with the condition. It can be diagnosed and successfully handled with the use of established testing and thoughtful educators.
No parent wants their child singled out for the wrong reasons, and many are concerned that recommended tests will give their youngster a negative label. Educators are more concerned with pinpointing the problem a child is having and finding ways to overcome it. It may turn out that the child is not dyslexic, but is suffering from some other learning disorder that can be easily treated once it is discovered.
The earlier this condition can be caught, diagnosed, and treated, the better off a child will be. It can begin as early as kindergarten and certainly by second grade. Memory, language skills, phonological or sound structure, and rapid naming are better indicators at this age than spelling and word reading. Pre-reading development is an early indication of potential problems.
There are a number of factors that are taken into account when a child is being evaluated for reading disorders. The tests take more than an afternoon and each one will play a part in deciding if the child is suffering from this condition and how severe it is. Dyslexia has a genetic component. If there is a family history of reading issues or delayed speech, the child is more inclined to have the same problems. Poor school attendance can also retard development skills.
Testing is done to determine a child's proficiency in the lower and higher levels of oral language. Dyslexic children are often adept at understanding age appropriate stories and language, understanding directions, conversing with others, and using age appropriate language. They face problems with recognizing and making sound in speech, which are lower level skills.
Some dyslexic children resort to memorizing words instead of trying to decode them. Parents, who have spent time on the sofa listening to their children read, know that when they encounter unfamiliar words, the best advice is to sound them out, tear them into small pieces, and put those pieces back together to form the larger word. This is known as attacking words and is much more effective than memorization.
Naming speed is another way experts evaluate children for reading disorders. They may take a series of cards with objects, colors, or letters on them and ask the child to identify them as quickly as possible. Difficulty processing the information, either visual or auditory, may predict reading problems.
Dyslexia seldom has anything to do with intelligence. Some of the most famous and successful men and women throughout history have struggled with the condition. It can be diagnosed and successfully handled with the use of established testing and thoughtful educators.
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Find an overview of the benefits of using dyslexia testing Michigan services and more info about an experienced psychologist at http://www.michiganneurodevelopmentcenter.com right now.
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