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MAKE ME A READER WITH A PRE-DYSLEXIA CHECKLIST

This MAKE ME A READER INVENTORY provides valuable individual early reading techniques and specifies any pre-dyslexia characteristics with suggestions so to avoid early reading problems. Interest in reading, positive modeling, matching methods to learning styles, and modifications of learning environments can help develop important early reading skills. Although this report is designed specifically for parents and the home environment, both teachers and parents need to work together to teach children "HOW" to learn for a total reading and learning experience. Teachers will also receive guidelines for individualizing in a group setting so each child can utilize these skills in a classroom and can be viewed as an individual with specific preferences. These suggestions are based on the rating scale done solely by the parent. 

The pre-dyslexia checklist done by the parent or teacher is also a component of this report. Early positive habits can prevent later reading problems. Dyslexia is defined as a specific learning disability shown by a difficulty in learning to read which is not influenced by instruction, intelligence, or socioeconomic level. Usually it is not diagnosed until the student has failed in school for many years (11-17 years old) and self-esteem is damaged. 

Although symptoms emerge very early, it is difficult to determine until a child has been exposed to reading skills fully. It is also a severe discrepancy between ability (intellectual abilities) and achievement (academic performance). To receive public funding, a student needs to fail academically (usually at least one year below grade level) before programming can be designed. There is some movement in Congress though to approve legislation for earlier diagnosis, possibly screening in kindergarten so the self-concept is not affected. Although this will not diagnose dyslexia, it provides guidelines so future reading problems may be avoided. If children are given the appropriate stimulation and dyslexia characteristics are still observed in second or third grade, further testing may be justified to actually diagnose dyslexia. It is complex in the early years since it may be difficult to determine if concerns are due to a lack of specific exposure or a true learning deficit. By giving them the education they need, this can be diagnosed more effectively. 

This is best paired with the BRAIN STYLES and LEARNING STYLES INDICATORS for a full overall plan.




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