Comorbidity psychopathology manifestations in students with dyslexia have long been commented on in the literature. To a large extent, they are the result of the malfunction of the brain systems, related to both the processing of verbal information and the executive functions. I think you need to pay attention to this side of the problem. There are interesting methods that can be applied.

Dear Kerissa Nelson,

https://studyingwithdyslexiablog.co.uk/blog-category-mental-wellbeing

Nice María José Flores Tena.

Es interesante su proyecto a partir de la diversidad del autismo.

dyslexia is a neurological problem. It manifests itself in reading. There has been an increase in recent years. The clearest symptom is articulation. However, it detects some letters in reverse.

Dyslexia is the inability to interpret letters in words that appear upside down or sideways. The first step is to determine which difficulties the student is experiencing as they tend to have certain regularities in the way they see the individual letters. Determine which letters are the most prevalent in the student's visual misinterpretation. Then help the student determine which reverses are the most prevalent. There are three approaches to remediation: 1) differing the size of the letters from small to large and 2) letting the student learn to fix the orientation of the letter in the context of a variety of words using the particular letter in question, 3) have the student use a pencil or pen to trace the inverted letter than reproduce it correctly by writing the letter in its correct form and repeating writing the letter correctly several ties. The next step in each approach is to have the student find words that are difficult for them in a dictionary and repeat the aforementioned process until the student is confident they know the word when it come into their view. Repeating the tracing of the letter properly comes first, then finding it in random presentations of the word with the misinterpreted letter interpreted correctly follows. Work on the common letters in common words first, then branch out to finding occasional letters in occasional words they encounter. The act of tracing the letter in its proper position is the main activity that helps the student learn to recognize the mistaken letter correctly. Varying the size of the word with the mistaken letter also helps the student see the letter correctly. After teaching the student how to trace mistaken letters, the therapist should periodically check the student's ability to do the correct recognition reformulation unaided. Sometimes the student falls back into the misinterpretation process and their frustration interferes with their confidence in being able to read the letter correctly. Reviewing the process can be very helpful for many students.

Finding students who need help with letter recognition is generally made easier if the teacher writes some letters on the board in upside down3/reversed fashion then asking students in third or fourth grade if they have some problems in seeing the letters correctly. At the end of the demonstration, ask any student who thinks they have the recognition problem to see the teacher privately. Students who have the problem often feel ashamed to admit the problem unless the teacher is the one who first points the problem out then shows that there is a way to correct the problem in private with the student.

Compare children who have had early psychotherapy concerning their dyslexia withthos who have not had any type of support.

Foloowing

Nice topic

Comorbidity psychopathology manifestations in students with dyslexia have long been commented on in the literature. To a large extent, they are the result of the malfunction of the brain systems, related to both the processing of verbal information and the executive functions. I think you need to pay attention to this side of the problem. There are interesting methods that can be applied.

I live with dysleexa.

It is a tool in my toolbox. It is not the death defy obstacle of my life. Neither is it a stopping block. I might slow one down, but it is an ending. I do not require research to answer your question. Personal experience is my explaining tool.

Support is necessay, but the individual giving the support, needs to have a degree in processing disorders and learning disorders.

The general special education teacher has no clue. The people that write programs such as the Wilson reading programs , need to understand, those programs work better with general education student than they do for dyslexic students. It takes more than just a program to teach dyslexiks how to read. Most dylexik teachers teach others to read, by teaching themselves the coping skills to learn to read.

My processing of verbal and written material takes me about 2/3s longer than my peers. The tone of the most written material is usually confusing to others.

Grammarly has been a God send.

However, the more I personally rewrite, the larger the margin of spelling and grammar error. Body functions are also affected. I have to remind my myself to swing my arms.

Directional ques are often wrong. I have 2 left feet and 2 right arms when it comes to directions. I see an arrow that is one-way, I always mange to go the opposite direction. I have been called the u-turn queen of the nation. Drill and kill in the military was horrible. I was often pulled from that duty because I threw everyone off. Basic and AIT were vactions to me. They seemed to be tourcher to everyone else.

The miss writing of the order of letters and numbers often cause me many major issues in understanding statistics. I might as well be looking at a follow the dots child's graphic busy work assignment. There is a paper that is often given to teachers in training for dyslixia. When that is given to a person living dyslaxia, it makes things even more confusing. Texting symbols and short cut messages are a nightmare. Acronyms are a told loss.

Many people swear by overlays. They help with the eye strain when reeding. All they do for me is to dull the light between the contrasting nuetral colors of black and white, by stopping the bouncing letters. They do not correct order of the letters in words. Those are still there.

I tried to learn foreign languages. I spent a lot of time trying different languages. I only learned a few phrases in each one I studied. I spent nearly 14 years attempting to learn phonic sounds. Sometimes, it works and sometimes not. I have one very strong ability. I can spell my name wrong on the same document as many times as there are letters. It is a gift. HOWEVER, dyslixa is tool in an artists toolbox to make the most interesting an awesome art. I am a multi medium artist. Once I see how something is done, I almost alway, can do it except origami. I love look at it, but I alway miss something in the process so it does not come out. In every other medium those errors I make add to the aethetics of the art.

I hope personal experiences form one dyslixic helps with your study.

Look where I am now. I hold multiple academic degrees and am working on last.

Dear Kerissa,

I am really interested in your research I have just started my MA in education and will be looking at and research the impact of COVID on students in my FE college with a Primary Dyslexia Diagnoses. Would you be interested in working together

jacqui