Stealth dyslexia in gifted children
The Mislabeled Child: How Understanding Your Childs Unique Learning Style Can Open the Door to Success by Brock L. EideFor parents, teachers, and other professionals seeking practical guidance about ways to help children with learning problems, this book provides a comprehensive look at learning differences ranging from dyslexia to dysgraphia, to attention problems, to giftedness. In The Mislabeled Child, the authors describe how a proper understanding of a childs unique brain-based strengths can be used to overcome many different obstacles to learning. They show how children are often mislabeled with diagnoses that are too broad (ADHD, for instance) or are simply inaccurate. They also explain why medications are often not the best ways to help children who are struggling to learn. The authors guide readers through the morass of commonly used labels and treatments, offering specific suggestions that can be used to help children at school and at home. This book offers extremely empowering information for parents and professionals alike. The Mislabeled Child examines a full spectrum of learning disorders, from dyslexia to giftedness, clarifying the diagnoses and providing resources to help. The Eides explain how a learning disability encompasses more than a behavioral problem; it is also a brain dysfunction that should be treated differently.
Stealth Dyslexia: Does Your Child Have An Issue?
Probably you think of a reading disorder. That response is understandable, considering the way dyslexia is spoken or written of by many experts. Yet reading difficulties are just one of the many neurologically-based manifestations of dyslexia. In fact, in our practice we often see children who are struggling academically due to difficulties that are clearly dyslexia-related, yet who show age-appropriate — and in many cases even superior — reading skills. Because of their apparently strong reading skills, most of these children have never been identified as dyslexic, or given the help they needed to overcome their academic difficulties. This problem is especially common, we have found, among intellectually gifted children.
For a downloadable PDF, click here. As individuals, each of us has a unique combination of strengths and weaknesses. But sometimes we are exceptionally strong or weak in certain areas. In the school setting, students with exceptional strengths and weaknesses may have different instructional needs than other students. Twice exceptional or 2e is a term used to describe students who are both intellectually gifted as determined by an accepted standardized assessment and learning disabled, which includes students with dyslexia.
Does your child have a larger vocabulary than most adults you know, but find it hard to use a pencil? Does your child read books suited to a college student but often mispronounce words? Are his grades just not showing what you know he can do? The experts, too, define dyslexia as something to do with reading, a skill most children master by the end of third grade. In , for instance, the board of directors of the International Association for Dyslexia adopted this official definition of dyslexia :. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.
Probably you think of a reading disorder.
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