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READING STYLE INVENTORY WITH A DYSLEXIA CHECKLIST

The results of this READING STYLES INVENTORY should be used to provide valuable information concerning a student's learning style. These are specific preferences when learning. The school will be provided with a detailed teacher profile designed by Dr. Marie Carbo including specific classroom strategies, reading method recommendations, and reading material suggestions. Hopefully, this will encourage the teachers to view a student as an individual with specific preferences, although it should be noted that some of these suggestions are more realistic in a home environment.

Parents receive an individual report modified for parents and to the home experience. It is very important for parents to guide the student since they are "lifelong" advocates. Therefore, this report and teaching children "HOW" to learn is very important in the total educational experience.

The dyslexia checklist, combined with the READING STYLES INVENTORY, provides suggestions to improve the reading abilities. 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 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.

The checklist and the inventory can assist parents and teachers to help students to remediate weaker areas and learn to compensate for areas of need. With more awareness, progress can be noted without even a diagnosis. A dyslexia label provides public programming but remediation is the same with or without the diagnosis. The main aim of this report is to have parents and teachers view this student with individual strengths and areas of need so potentials can be better achieved. It does not diagnose dyslexia but provides useful tools to make a child a better reader and learner. This can be an effective tool for all children and not only those with potential dyslexia symptoms.

This also includes the BRAIN and PARENTING STYLES INDICATORS.

*Although this can be done at home for those older than third grade by helping students answer preference type questions, it can be done for first graders and older by a specialist in the school (only available in select cities—please call Dawn Heil at 847-854-0348 to discuss this or return the completed parent order form to the school administrator to order).*




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