[COMMUNICATED CONTENT]

Dyslexia and the Hebrew Day School Student A Brief Overview
By Mrs. Leah David M.S, Founder and Executive Director, Ohr HaLimud The Multi-Sensory Learning Center

Fact: Today one in five students have a language-based learning problem. Of these students, 80% struggle with some form of Dyslexia.

The term dyslexia is composed of two roots:

Dys meaning difficulty with and Lexia meaning Language.

• Dyslexia does not mean seeing backwards.
• Dyslexia is NOT a sign of poor intelligence.
• Dyslexia is NOT a result of laziness and not caring.
• Dyslexia is NOT a disease.
• Dyslexia is NOT cured with pills and diet.
• Dyslexia is NOT an eye problem.
• Dyslexia is NOT outgrown.
And…. PLEASE do not be afraid of the term Dyslexia.

Dyslexia IS a neurologically based, often familial, disorder that interferes with the acquisition and processing of language. Varying degrees of severity are seen by difficulties in receptive and expressive language. This includes phonological processing in reading, writing, and spelling. It will also show up in flaws in hand writing and sometimes with processing math problems. In most cases when a Dyslexic child is writing a short word or phrase, it is almost impossible to read or understand what is written.

Dyslexia occurs in all languages. To diagnose a dyslexia, a cluster of symptoms must be evident. As no two people with Dyslexia are alike, no one will have every single symptom,plus these symptoms will range from mild to severe. Non-dyslexics can be experiencing some of these symptoms, but not at the same degree or frequency. Although Dyslexia is a life long journey, individuals with dyslexia have responded successfully to timely and appropriate intervention, and, THE EARLIER THE BETTER!

What is language, anyhow?

Let’s think about our language and how it works. In the beginning you develop fewer lines and squiggles that are usually drawn together to make letters. (In English, there are 4 sets of letters to learn.) Each one of these letters has one or more sounds. These sounds placed and aligned together to form words. These words are then placed in a certain order to make phrases. These phrases then make sentences. Sentences go into paragraphs, and paragraphs into pages, and pages into books. And so it is written.

Did you ever read or hear that in the English language there are 16 spelling rules? There are words that follow the rules, and there are words that are exceptions to the rule. There are diphthongs and digraphs and colloquial expressions. There are simple words and compound words. There are six different kinds of syllables. The learning list goes on and on. And for the child in a Jewish Day school, where Hebrew presents its own sets of challenges: print, script, Rashi, different direction, vowels or lack of. Plus Hebrew has its own structure with its very own set of rules. A difficulty in any one of these areas can prevent a child from becoming a student with the skills to read to learn and move on to a higher grade. The law is that one needs to be able to read effortlessly by the fourth grade, or they cannot move forward in their class.

A child with dyslexia is not a “nebach”, a “shanda” or “weak.” By definition a person with dyslexia has an average to above average intelligence. It is not something to be ashamed of. Most children as well as adults have trouble processing information in one form or another. The real shanda is when the adults in this child’s life do not understand the real source of the problem, they often think that the child will out grow it, and that a little tutoring will help, or if all else fails, they can go to the resource and be helped.

For many children with dyslexia basic intervention will work. But, for the child with dyslexia these limited interventions are not sufficient. Ideally these students need multi- sensory instruction across the curriculum, but most importantly in reading and language instruction. For the child with dyslexia, learning to read is not a simple matter. It is a major accomplishment and the foundation for future success.

If you think that your intelligent child is struggling in school please join us for a BROOKLYN COMMUNITY EVENT ON EDUCATION. The event (CLICK HERE), sponsored by NYC Councilmember Chaim Deutsch, Councilmember David Greenfield, Apple Bank for Savings, Courier Life Newspapers, Pomegranate Supermarkets, and Ohr HaLimud -The Multi-Sensory Learning Center, will take place on Sunday, June 5, 2016 at the Manhattan Beach Jewish Center, 60 West End Avenue Brooklyn NY 11235. If reading or learning is an issue for your child, and you’re not sure what to do, you are not alone! Open to all – parents, educators and professional.

This Community Event begins with Breakfast at 10:00 am followed by the Workshop Program, from 10: 30 am-12: 30 pm. Free parking.

Notables scheduled to speak are:

• Dr. Debbie Lang, PhD, as she discusses the emotional impact of learning difficulties on

school children and families and why you should not wait to get help.

• Mrs. Joan Harrington, Founder and Director of EASE (Educational Advocacy Services) will

explain the steps you can take to get your child the help they need.

• Ms. Amy Bailin, MS ED, PD, F/AOGPE, and Director of Ohr HaLimud’s Professional

Development Academy (PDA) will discuss Dyslexia and the authentic Orton-Gillingham

Approach.

For additional information please contact Mrs. Leah David at

Ohr HaLimud-718- 972-0170 ext: 101 or [email protected]. “Don’t Wait…Take Action”

Click here for more details!