What Dyslexia and ADHD look like in adults and college students.

This PBS special titled "Headstrong: Inside the Hidden World of Dyslexia and ADHD" uncovers the hidden disability of Dyslexia and ADHD.  Adults, high school and college students talk about what it's like to live, learn and work with a learning disability. These stories inspire us to take action and become advocates for those smart people with learning difficulties.

If you suspect that your child may have a learning disability or dyslexia, send us a message or call 1-844-TX-LEARN to get your questions answered and to get help for your child.

Tips for parenting learning disabled children (part 3)

This is the last part of our three part article from LD Online on how to improve your parenting experience if your child has a learning disability.  You can scroll down to our previous posts to read the first two parts, or you may access the full article online at:

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Engage the child in early literacy activities

Literacy refers to many oral language, reading, and writing activities, all of which are intertwined. Reading to children strengthens oral language and introduces them to various forms of discourse such as stories, fairy tales, and poetry. Reading signs, labels, or thank you notes helps them understand relationships between oral and written language and emphasizes meaning. Sometimes, children with language disorders do not like being read to because they cannot process all of the information. In these cases, we suggest that parents read the pictures and reduce the language level so that the child comprehends. Wiener (1988) recommends extensive reading of pictures to build vocabulary, descriptive language, and the basis for simple narratives. From a single action picture (e. g. , a child eating soup or cereal), one can ask countless questions about the objects, the actions, how things might taste, whether the soup is hot, the kinds of soup the child does or does not like, as well as simple inferential questions. Studies of older students with reading comprehension problems indicate they have difficulty answering inferential questions. Therefore, we introduce such questions in the early childhood years. For example, Do you think this boy likes the cereal? How do you know? Look at his face. While reading, we also suggest that parents stop periodically and ask the child questions about the story. Sometimes, it is helpful for the parent and child to take turns asking questions about the content. When looking at a can or carton of food, one might ask, Which word do you think says milk? Encourage the child to read signs such as stop, exit and words on doors such as boys, girls, push, etc. The groceries from the market can be used for many purposes including reading labels.

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Tips for parenting learning disabled children (Part 2)


It is important to remember that the population of children with learning disabilities is heterogeneous. The children are similar because they all have an adequate hearing, vision, mental ability, and many strengths, but their specific disabilities and symptoms differ. Therefore, not all of the suggestions provided below are applicable, but we begin with general recommendations.

Focus on the child's strengths, not the weaknesses

Every child is unique; all can contribute to the joys of family life. Find special times and jobs that allow the child to contribute to the group.

Set reasonable expectations

Try not to expect more than the child is capable of doing, but expect the best that he or she can produce, with and then without assistance. This may mean that the child will have to be taught simple skills, and that complex tasks will need to be taught step by step. For instance, learning how to button may begin with the last movement - just pulling the button through the buttonhole. Learning how to set the table for a meal might begin with putting a fork on each plate. Cleaning one's room may require showing which toys will fit on a particular shelf or in the correct box. Many of these skills are needed to help the child gain independence. Provide the initial assistance and then gradually reduce the supports as the child makes progress.

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