Dyslexia

The word dyslexia is derived from the Greek "dys" (meaning poor or inadequate) and "lexis" (words or language). Dyslexia is a learning disability characterized by problems in expressive or receptive, oral or written language. Problems may emerge in reading, spelling, writing, speaking, or listening. Dyslexia is not a disease; it has no cure. Dyslexia describes a different kind of mind, often gifted and productive, that learns differently. Dyslexia is not the result of low intelligence. Intelligence is not the problem. An unexpected gap exists between learning aptitude and achievement in school. The problem is not behavioral, psychological, motivational, or social. It is not a problem of vision; people with dyslexia do not "see backward." Dyslexia results from differences in the structure and function of the brain. People with dyslexia are unique, each having individual strengths and weaknesses. Many dyslexics are creative and have unusual talent in areas such as art, athletics, architecture, graphics, electronics, mechanics, drama, music, or engineering. Dyslexics often show special talent in areas that require visual, spatial, and motor integration. Their problems in language processing distinguish them as a group. This means that the dyslexic has problems translating language to thought (as in listening or reading) or thought to language (as in writing or speaking).

Assessment
The Uses and Misuses of Processing Tests by Louise Spear-Swerling, Ph.D. Southern Connecticut State University Co-Author: "Off Track - When Poor Readers Become 'Learning Disabled'" is an excellent article on the assessment of reading processing disorder.
Another approach which focuses on the Enhanced Lateralization technique has a very brief assessment scheme that looks for dysfunction in the corpus callosum.
Remediation
One of the most widely used methods of dyslexia remediation is known as Orton Gillingham which is based on the work of Dr. Samuel Orton, a neurologist who worked with stroke patients and later coined the phrase "word blindness " for dyslexic teenagers and Anna Gillingham, a teacher who helped devise a system for teaching the stroke patients and kids to read. The essentials are a multisensory structured phonetic approach which means 1) teaching kids through seeing, hearing and touching in 2) a systematic and structured way; and 3) teaching them the phonetic system in a way that they can remember.
There are many variations on the OG scheme, to name a few-:Project Read, Wilson Series, and Lindamood Bell. A number of these various structured programs are listed on the Assistive and Adaptive Computing Technology In Special Education web site.
Arlene Sonday, has developed a very simple technique based on OG she calls the Sonday System. Her approach is a kit that can be used by someone who takes about 6 hours of training.
Another phonics system is Reading from Scratch a systematic phonics program for ages eight through adult. Phonics rules, spelling generalizations, grammar, syntax and sentence construction are covered with endless review concealed toavoid boredom.
The Greenwood Institute is an affiliate of The Greenwood School (founded in 1978 by Thomas and Andrea Scheidler), a pre-preparatory boarding school for 40 boys, ages 10-15, who have dyslexia.
Organizations
The International Dyslexia Association (IDA) (formerly The Orton Dyslexia Society) is an international, non-profit, scientific and educational organization dedicated to the study and treatment of dyslexia. The IDA was first established nearly 50 years ago to continue the pioneering work of Dr. Samuel T. Orton, who was one of the first to identify dyslexia and its remediation.
The British Dyslexia Associatoin is a national organization for dyslexia in England, Wales and Northern Ireland,with 130 Local Dyslexia Associations and Dyslexia Support Groups, and with professional Corporate Members.
During the past 25 years The Dyslexia Institute (DI) has developed a national network of centres offering assessment, teaching and training for all ages of dyslexic people throughout the UK.
Davis Research Foundation (DRF) was established in 1988 as a non-profit corporation organized to research, develop, and broadly disseminate effective counseling and teaching methods to resolve dyslexia and other learning disabilities. One of their primary goals is to address and relieve school problems suffered by dyslexic children. They fund and support public school programs which provide parent education, teacher training, consultations, and materials to pilot, test and implement dyslexia prevention and correction methods.
Research
Dyslexia: Medical and Educational Research Findings. These citations address the topic of dyslexia. This bibliography does not represent an exhaustive review of the literature on the topic, but merely an introductory exploration of available information. If you require further information on this subject, if you have recommendations for other subjects call 1-812-855-5847, e-mail us at ericcs@indiana.edu, or send a letter to Users Services Division, ERIC Clearinghouse on Reading, English, and Communication, Indiana University, 2805 E 10th St., Suite 150, Bloomington, IN 47408-2698.
Current Dyslexia Research Findings and Recommendations: Summary pages of the article Toward a Definition of Dyslexia by G. Reid Lyon, in charge of review and funding of research on dyslexia and learning disabilities at the National Institutes of Child Health and Human Development in Bethesda, MD
The Gap Between Research and Practice: A lecture given by Louisa Cook Moats at the New York 1996 Summit on Learning Disabilities hosted by the National Center for Learning Disabilities
Chapter from the book Learning Disabilities: Lifelong Issues, published by Paul H. Brookes, and titled Implementing Effective Instruction for Students with LD: A Challenge for the Future by Louisa Cook Moats, Ed.D., Director of Teacher Training, The Greenwood Institute
The Missing Foundation in Teacher Training, a reprint of an article by Louisa Cook Moats, Ed.D., Director of Teacher Training, The Greenwood Institute, from American Educator, the professional journal of the American Federation of Teachers
This site has good information regarding Language Based Learning Disability:Remediation Research, a collaborative project by UCSF, Keck Center and Rutgers University.