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Friday, 06 October 2006 19:29
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Just because you can't spell Armageddon , that doesn't mean it's the end of world -)

They stretch the boundaries from a young age , when they read, they can't just automatically match sounds and letters, so they use contextual cues and problem solving and no one may realize a problem exists .

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PROFILE - source UK accredited dyslexia organisations in the uk qualifying questionnaire



A dictionary definition of dyslexia defines this condition as an - Impaired ability to learn to read . The dictionary definition reflects the popular perception of dyslexia as a literacy disorder . However this narrow definition is misleading , the word dys-lexia relates to dys - difficulty and lexia - of or relating to words . Lack of facility with words in one or all of it's forms , oral , written , symbolic , memory . This lack of facility is relative to overall ability , the gifted may fall well within average ability ranges and never realize full potential . The profile is a pattern of inconsistency . Even this definition lacks clarity and invites refutation from the highly verbal with excellent memories , and yet for all these quantified gifts. If you dig you will find inconsistencies , intelligence and potential often translates into academic and job under performance not out-performance .Suggesting the nature of the verbal intellect and memory being measured is not exactly the same intellect and memory required by educators and employers but an adaptation , a coping strategy .

Below are a list of 12 questions used by accredited dyslexia bodies to determine if a full test for adults is warranted answering yes to any of these questions is cause for concern . Like hyperlexics dyslexics may exhibit exceptional visual abilities and aptitudes that border on the savant .

Profile

If you sub vocalize (read aloud in your head)
If you find it hard to concentrate
If the month's of the year your times table even the alphabet seems to dance in you minds eye
If you can't remember messages or Jokes
If you get halfway through a set of instruction
If textbook or manuals lead to attention deficit and avoidance strategies
If making more than one mental note is a waste of time
If your train of thought is easily derailed and you struggle to pick up where you left off
If giving a prepared speeches is to be avoided
If you find it difficult to immediately apply new skills and knowledge
If learning anything worthwhile is a repetitive boring and time consuming exercise
If you can't remember what you have just read

A contradiction may also be identified a contradiction that will not be found in the general population , this contradiction is usually associated with high aptitude . The paradox of dyslexia is that high aptitudes are often accompanied by deficits with the basics . Agatha Christie allegedly couldn't spell , Einstein couldn't do his sums , the easy tasks can be hard , the hard tasks easy .

Brock Eide "In short, dyslexia has a boatload of possible symptoms that makes it difficult to spot. And one of the biggest symptoms is one that educators rarely correlate: giftedness. Underneath all of the spelling mistakes and the trouble focusing, the backwards handwriting and the processing problems, dyslexics have a high tendency to be extremely smart. In fact, studies have shown that the average IQ of a child with dyslexia is routinely higher than that of the regular population."

"They stretch the boundaries, from a young age" Brock Eide continues. "When they read, they can't just automatically match sounds and letters, so they use contextual cues and problem solving and no one may realize there's a problem." Dyslexics grow so good at problem solving, at finding alternative ways to compensate for the fact that they struggle with the written word, that they become expert brain stormers. "Dyslexic children often become some of society's greatest adult thinkers," Brock Eide says.

THE UNIFIED THEORY

' If you had demanded that the N.I.H. solve the problem of polio, not through independent, investigator-driven discovery research but by means of a centrally directed program, you would end up with the very best iron lungs in the world - but you would not get the vaccine that eradicated polio.'

DFES LINK - DYSLEXIA RESEARCH - OFFICIAL UK GOVERNMENT RESEARCH SITE :



Based on the worlds most used method of correcting dyslexia

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The unified theory and the Davis perception of dyslexia as a gift share the same basic premise, rather than viewing dyslexia as a pure deficit this explanation views dyslexia as a difference .

Lets illustrate , the word ' hippopotamus has a fixed association , if you think of the mind as a treasure map , the word hippopotamus triggers retrieval of associated image into working memory . Pretty straight forward you will agree , but what about words that are far harder to pin down , trigger words . According to Davis trigger words cause disorientation . The Davis solution to literacy , model these hard to pin down words in clay , in three dimensions , in order to provide the mind with a concrete association .Giving the visual working memory something to retrieve, something to work with . The implication is that the gift of dyslexia is to see the world in a highly visual 3 dimensional way and not from an auditory sequential viewpoint .

EINSTEIN'S SOLUTION

A contextual [cybernetics] systems approach ,defined simply as the art of ensuring the efficacy of action identifies WORKING MEMORY as the weak link in the system . The solution is to implement a learning paradigm which relies on fixed visual colleges . It takes longer to formulate memories but once formulated a memory hook persists , to borrow a term from NLP you create capability , changing behavior , encouraging personal discovery based learning where the learner is empowered to seeks out appropriate materials outside of the classroom or lecture theater . The Einstein hypothesis is READ TO LEARN not LEARN TO READ ! .

Applied Learning Styles can unify the four big theories .The Working Memory Hypothesis, Automation , Time and Differences . Applied learning styles address a single root causes by shifting processing and formation of cognitive colleges away from the inner ear [internal dialog] [PHONOLOGICAL DEFICIT] and it's reliance on transitory auditory memory , an area of weakness , towards the hippo campus and the inner eye [DIFFERENCES] .



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