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Dealing with Dyslexia
Diagnosing the Disorder
By Sue Poremba
According to Frank, the testing will begin with an IQ test, which helps to determine the child's academic potential. Other tests look at more specific skills, such as reading, handwriting, story telling, spelling and numbers. There may also be tests that investigate visual perception, memory and the length of time it takes for the child to process information.
Should the child be found to have dyslexia, the next step is for the parent and school to develop an individualized education program (IEP). The IEP should set up goals and plans of action for the child to reach those goals. The operative word is "should" – just because an IEP is developed doesn't mean that it is the right one for the child or that the school will follow it. Parents must remain proactive, which Gail Cioffi of Kendall Park, N.J., discovered.
Cioffi's younger son is profoundly dyslexic. His original IEP was four pages long – a generic IEP as she described it – and completely ineffective for her son. She had him retested, and the subsequent IEP was over 20 pages. She continues to fight to make sure her son gets the help he needs, but she is determined that he'll graduate from high school and hopefully go on to college.
Keeping the child interested in learning and in school requires a lot of hands-on work by the parent. Philip Levin, program director of The Help Group/UCLA Neuropsychology Program, suggests reading out loud with the child for 20 minutes a night, even into the child's teenage years.
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