The Positive Side of Dyslexia
by Melissa Gall
A study of wealth found that people with dyslexia are more likely to be millionaires. The study, conducted by the Tulip Financial group, interviewed 5,000 self-made millionaires. Nearly 40 percent of the millionaires reported that they had been diagnosed with dyslexia.
Rex Ryan, coach of the New York Jets and a dyslexic, said, “For the weaknesses I have with spelling and all those other things with being dyslexic, I have a lot of other strengths also, many because of my struggle with dyslexia.” When learning to read, dyslexia can seem like a curse; however, in many students this manifests itself into an incredible work ethic and an acceptance of turning mistakes into a positive scenario. This was the case for many of the millionaire dyslexics in the study, who in turn barely acknowledged the existence of the word failure. Instead they try to do something until they have completed the goal, in part because this was ingrained in their mind during youth.
The other findings seem to show even more positives about being dyslexic. For one, it harvests incredible creativity and a propensity for thinking “outside the box.” Dyslexsics tend to look past minute details and see a big picture. They notice the strategies to get to the ultimate goal and find their own way to do so successfully, often much faster than their peers or coworkers.
Dyslexics frequently have right brain hemisphere strengths, presented as strong visual spatial abilities, musical abilities and non-sequential thinking. As a parent, teacher or friend, one must value their strengths, perhaps it will even “pay off” in the long run.
For more information about the study of millionaires, visit www.ldonline.org/article/Are_Dyslexia_and_Wealth_Linked%3F_Study_Finds_Individuals_with_Dyslexia_More_Likely_to_Be_Millionaires.
It's Almost Time to Plan for the Best School Year Ever!
by Melissa Gall
Many children never want summer to end; however, this feeling can be much more than typical in those with a learning difference, especially if those differences exacerbate academic frustration. You can help your child to minimize the impact of the back-to-school blues by setting some goals and guidelines for the school year.
Before the school year starts, help your child find a comfortable place to do homework where he or she can focus. This spot should exclude things like the television, a clear distraction. Let the child know that if they need help, they should ask. This opens a line of communication between parent and child as well as child and teacher, which can make the school year significantly more pleasant.
As a parent, it can be difficult to explain your child’s specific needs to a teacher; however, this is extremely important if your child is to succeed as a student. Learning disability counselors suggest that parents set up a meeting with the teacher to explain your child’s differences before the school year begins. This will help teachers realize what they can do to help. It may be as simple as a “check-in,” when you ask a student what they must do for a given time period. If the child completes the homework or assignment, they should be praised, and if they do not complete the assignment consequences should be put into place. This helps to establish a pattern and lays down rules that the student will remember and follow.
Counselors who work with ld students suggest the following tips. Students must know their strengths, weakness, favorite hobbies and what is important to them. These things help a student to set goals and take responsibility for their successes and failures. Students should plan ahead to keep themselves on schedule. As a parent or teacher, you can help with this. Ask students what long and short term goals they have. With a little planning kids can overcome the summertime blues.
For more information about how to plan your best school year visit www.add.org or http://www.ldonline.org/calendar/backtoschool.
Take the Famous People with Learning Disabilities and ADHD
by Alicia McColl
1. Which Reality TV host has ADHD?
a.) Survivor’s Jeff Probst
b.) Dancing with the Stars’ Brook Burke
c.) Extreme Makeover’s Ty Pennington
d.) All of the above
2. Which business pioneers were diagnosed with Dyslexia?
a.) David Neeleman, founder and CEO of Jet Blue Airways
b.) Ingvar Kamprad, founder and chair of IKEA stores
c.) John T. Chambers, CEO of Cisco Systems
d.) All of the above
3. What sports celebrity wrote a book in which he revealed he has ADHD?
a.) Wayne Gretzky, former Blues Hockey player
b.) Tom Brady, New England Patriots quarterback
c.) Terry Bradshaw, former Pittsburgh Steelers quarterback
d.) All of the above
4. What actor suffer from a learning disability?
a.) Whoopi Goldberg, movie actress
b.) Patrick Dempsey, Grey’s Anatomy star
c.) Salma Hayek, movie actress
d.) All of the above
Answers: 1-c; 2-d; 3-c; 4-d
Milestones: Early Childhood Ages 0-3
by Autumn Bemis
In the last issue of Trends, early warning signs of a disability in preschool children were discussed. In understanding if your child is showing early warning signs, it is important to be aware of developmental milestones that are associated with your preschooler. The American Academy of Pediatrics cites milestones for specific age groups by breaking up skills into categories — language, cognitive, social/emotional, and motor. Below are their milestones the AAP has listed on its web site for a three year old:
Language milestones:
· Understands the concepts of “same” and “different”
· Has mastered some basic rules of grammar
· Speaks in sentences of five to six words
· Speaks clearly enough for strangers to understand
· Tells stories
Cognitive milestones:
· Correctly names some colors
· Understands the concept of counting and may know a few numbers
· Approaches problems from a single point of view
· Begins to have a clearer sense of time
· Follows three-part commands
· Recalls parts of a story
· Understands the concept of same/different
· Engages in fantasy play
Movement milestones:
· Hops and stands on one foot up to five seconds
· Goes upstairs and downstairs without support
· Kicks ball forward
· Throws ball overhand
· Catches bounced ball most of the time
· Moves forward and backward with agility
Milestones in hand and finger skills:
· Copies square shapes
· Draws a person with two to four body parts
· Uses scissors
· Draws circles and squares
· Begins to copy some capital letters
Social and emotional milestones:
· Interested in new experiences
· Cooperates with other children
· Plays “Mom” or “Dad”
· Increasingly inventive in fantasy play
· Dresses and undresses
· Negotiates solutions to conflicts
· More independent
· Imagines that many unfamiliar images may be “monsters”
· Views self as a whole person involving body, mind, and feelings
· Often cannot distinguish between fantasy and reality
These milestones as well as a complete listing for other ages can be found at www.aap.org. When interpreting milestones, it is important to remember that all children develop at different rates and that not all children will meet these milestones at the same time. However, if you notice a pattern of warning signs and your child is not meeting expected developmental norms, you should discuss these concerns at your next pediatrician visit.
Choosing the Right Tutor for Your Child
by Alicia McColl
Sometimes it’s just an afterschool session or two with a teacher that is needed for your child to get back on track with a subject at school. If your child is simply not grasping a concept over the course of time, it may be time to hire a tutor. St. Louis LDA’s Kim Bellchamber shares a few tips to consider when it’s time to place the call.
What are some signs your child may need a tutor? Is your child not completing class work or taking too long on homework each night? Is his self esteem taking a dive? Is she hung up on one subject at school?
“Early intervention is key to success,” according to Bellchamber. “By the time a child is saying ‘I feel stupid,’ it’s really late in the game. As soon as there’s some indication, that’s when it’s time to intervene.
“The classroom teacher will usually bring up to parents that their child is having an issue with a particular subject. That doesn’t always mean long-term tutoring is in order, but maybe just a session or two with the teacher to explain things better one-on-one versus being among an audience of 30.”
When looking for a tutor Bellchamber recommends the following:
One-on-one tutoring will always be better than group sessions. Children’s strengths and deficits are all different, and the tutoring time is going to be split up by however many kids are in class. A child’s specific needs may not be met the entire time with more than one student. Tutoring sessions should be individualized to meet the student’s needs.
A tutor should specialize in the subject your child needs help with. If your child is struggling with algebra, then the tutor should have experience teaching algebra and be able to offer strategies for learning that particular subject.
Tutors should be in regular contact with parents. This can come by talking directly to the tutor or maybe through email concerning progress being made, what is still lacking and what can be done at home. Tutors should be aware of a child’s school assignments and tests, and many like to talk with the student’s teacher.
How long will a child likely tutor?
“I always tell parents I do not have a crystal ball,” said Bellchamber. “You just can’t predict. Every child is different. Some will require constant support while others will tutor for a few months, take a few years off and come back in high school, for instance, as more complex concepts are introduced. If tutoring is a priority and is consistent it won’t last as long. It may have taken a while for students to get to the point where they needs tutoring, so kids will not go from an F to an A in two weeks.”
For information on tutoring at St. Louis LDA, call 314-966-3088.
Ninth Annual Spring Golf Classic Raises More than $79,000
Thanks to all participants, sponsors, volunteers who made the 9th Annual Spring Golf Classic a success. St. Louis LDA raised more than $79,000 to help provide services to area children with learning disabilities.
Congratulations to the first place winners Rusty Hager, Ralph Hager, Johnston Hager and Henry Schwetye! A special thanks to sponsors Armada and Scottrade.
See photos of the event on our Facebook page.
Remembering a Good Friend...
It is with great sadness that I inform you of the passing of the St. Louis LDA’s Vice President, Christine Ivcich. Christine joined the LDA board in 2005 and from the beginning of her tenure with us, took an active interest in helping others. From the first time we met, it was clear that Christine possessed an intense passion to help not only children with learning disabilities, but also their families. From personal experience, she understood the pain, frustration, and feeling of isolation that so many individuals with learning disabilities and their families experience and wanted to ensure that no other family would have to endure those feelings without support. In the beginning of her service, she frequently commented on the energy and passion that were evident on a daily basis at LDA and was not sure she could “keep up with all of this energy.” But, within weeks, she became part of the energy and passion that are evident every day at LDA. Christine eagerly took on the role of Vice President, served on the Board Governance Committee, led the charge for the Advisory Council, and helped with special events. Whenever someone needed something, Christine was there to help. Her passion, love, and caring will forever be remembered at LDA and she will be deeply missed.
- Sheryl Silvey, St. Louis LDA Board President
Donations to LDA in memory of Christine Ivcich
by Sarah Collins
by Laura Knight
by Pam Kortum
by Tina Roche
by Sheryl Silvey
By Arlene and Bill Sullivan
by Jeri Wilson
The Positive Side of Dyslexia
by Melissa Gall
A study of wealth found that people with dyslexia are more likely to be millionaires. The study, conducted by the Tulip Financial group, interviewed 5,000 self-made millionaires. Nearly 40 percent of the millionaires reported that they had been diagnosed with dyslexia.
Rex Ryan, coach of the New York Jets and a dyslexic, said, “For the weaknesses I have with spelling and all those other things with being dyslexic, I have a lot of other strengths also, many because of my struggle with dyslexia.” When learning to read, dyslexia can seem like a curse; however, in many students this manifests itself into an incredible work ethic and an acceptance of turning mistakes into a positive scenario. This was the case for many of the millionaire dyslexics in the study, who in turn barely acknowledged the existence of the word failure. Instead they try to do something until they have completed the goal, in part because this was ingrained in their mind during youth.
The other findings seem to show even more positives about being dyslexic. For one, it harvests incredible creativity and a propensity for thinking “outside the box.” Dyslexsics tend to look past minute details and see a big picture. They notice the strategies to get to the ultimate goal and find their own way to do so successfully, often much faster than their peers or coworkers.
Dyslexics frequently have right brain hemisphere strengths, presented as strong visual spatial abilities, musical abilities and non-sequential thinking. As a parent, teacher or friend, one must value their strengths, perhaps it will even “pay off” in the long run.
For more information about the study of millionaires, visit www.ldonline.org/article/Are_Dyslexia_and_Wealth_Linked%3F_Study_Finds_Individuals_with_Dyslexia_More_Likely_to_Be_Millionaires.
It's Almost Time to Plan for the Best School Year Ever!
by Melissa Gall
Many children never want summer to end; however, this feeling can be much more than typical in those with a learning difference, especially if those differences exacerbate academic frustration. You can help your child to minimize the impact of the back-to-school blues by setting some goals and guidelines for the school year.
Before the school year starts, help your child find a comfortable place to do homework where he or she can focus. This spot should exclude things like the television, a clear distraction. Let the child know that if they need help, they should ask. This opens a line of communication between parent and child as well as child and teacher, which can make the school year significantly more pleasant.
As a parent, it can be difficult to explain your child’s specific needs to a teacher; however, this is extremely important if your child is to succeed as a student. Learning disability counselors suggest that parents set up a meeting with the teacher to explain your child’s differences before the school year begins. This will help teachers realize what they can do to help. It may be as simple as a “check-in,” when you ask a student what they must do for a given time period. If the child completes the homework or assignment, they should be praised, and if they do not complete the assignment consequences should be put into place. This helps to establish a pattern and lays down rules that the student will remember and follow.
Counselors who work with ld students suggest the following tips. Students must know their strengths, weakness, favorite hobbies and what is important to them. These things help a student to set goals and take responsibility for their successes and failures. Students should plan ahead to keep themselves on schedule. As a parent or teacher, you can help with this. Ask students what long and short term goals they have. With a little planning kids can overcome the summertime blues.
For more information about how to plan your best school year visit www.add.org or http://www.ldonline.org/calendar/backtoschool.
Take the Famous People with Learning Disabilities and ADHD
by Alicia McColl
1. Which Reality TV host has ADHD?
a.) Survivor’s Jeff Probst
b.) Dancing with the Stars’ Brook Burke
c.) Extreme Makeover’s Ty Pennington
d.) All of the above
2. Which business pioneers were diagnosed with Dyslexia?
a.) David Neeleman, founder and CEO of Jet Blue Airways
b.) Ingvar Kamprad, founder and chair of IKEA stores
c.) John T. Chambers, CEO of Cisco Systems
d.) All of the above
3. What sports celebrity wrote a book in which he revealed he has ADHD?
a.) Wayne Gretzky, former Blues Hockey player
b.) Tom Brady, New England Patriots quarterback
c.) Terry Bradshaw, former Pittsburgh Steelers quarterback
d.) All of the above
4. What actor suffer from a learning disability?
a.) Whoopi Goldberg, movie actress
b.) Patrick Dempsey, Grey’s Anatomy star
c.) Salma Hayek, movie actress
d.) All of the above
Answers: 1-c; 2-d; 3-c; 4-d
Milestones: Early Childhood Ages 0-3
by Autumn Bemis
In the last issue of Trends, early warning signs of a disability in preschool children were discussed. In understanding if your child is showing early warning signs, it is important to be aware of developmental milestones that are associated with your preschooler. The American Academy of Pediatrics cites milestones for specific age groups by breaking up skills into categories — language, cognitive, social/emotional, and motor. Below are their milestones the AAP has listed on its web site for a three year old:
Language milestones:
· Understands the concepts of “same” and “different”
· Has mastered some basic rules of grammar
· Speaks in sentences of five to six words
· Speaks clearly enough for strangers to understand
· Tells stories
Cognitive milestones:
· Correctly names some colors
· Understands the concept of counting and may know a few numbers
· Approaches problems from a single point of view
· Begins to have a clearer sense of time
· Follows three-part commands
· Recalls parts of a story
· Understands the concept of same/different
· Engages in fantasy play
Movement milestones:
· Hops and stands on one foot up to five seconds
· Goes upstairs and downstairs without support
· Kicks ball forward
· Throws ball overhand
· Catches bounced ball most of the time
· Moves forward and backward with agility
Milestones in hand and finger skills:
· Copies square shapes
· Draws a person with two to four body parts
· Uses scissors
· Draws circles and squares
· Begins to copy some capital letters
Social and emotional milestones:
· Interested in new experiences
· Cooperates with other children
· Plays “Mom” or “Dad”
· Increasingly inventive in fantasy play
· Dresses and undresses
· Negotiates solutions to conflicts
· More independent
· Imagines that many unfamiliar images may be “monsters”
· Views self as a whole person involving body, mind, and feelings
· Often cannot distinguish between fantasy and reality
These milestones as well as a complete listing for other ages can be found at www.aap.org. When interpreting milestones, it is important to remember that all children develop at different rates and that not all children will meet these milestones at the same time. However, if you notice a pattern of warning signs and your child is not meeting expected developmental norms, you should discuss these concerns at your next pediatrician visit.
Choosing the Right Tutor for Your Child
by Alicia McColl
Sometimes it’s just an afterschool session or two with a teacher that is needed for your child to get back on track with a subject at school. If your child is simply not grasping a concept over the course of time, it may be time to hire a tutor. St. Louis LDA’s Kim Bellchamber shares a few tips to consider when it’s time to place the call.
What are some signs your child may need a tutor? Is your child not completing class work or taking too long on homework each night? Is his self esteem taking a dive? Is she hung up on one subject at school?
“Early intervention is key to success,” according to Bellchamber. “By the time a child is saying ‘I feel stupid,’ it’s really late in the game. As soon as there’s some indication, that’s when it’s time to intervene.
“The classroom teacher will usually bring up to parents that their child is having an issue with a particular subject. That doesn’t always mean long-term tutoring is in order, but maybe just a session or two with the teacher to explain things better one-on-one versus being among an audience of 30.”
When looking for a tutor Bellchamber recommends the following:
One-on-one tutoring will always be better than group sessions. Children’s strengths and deficits are all different, and the tutoring time is going to be split up by however many kids are in class. A child’s specific needs may not be met the entire time with more than one student. Tutoring sessions should be individualized to meet the student’s needs.
A tutor should specialize in the subject your child needs help with. If your child is struggling with algebra, then the tutor should have experience teaching algebra and be able to offer strategies for learning that particular subject.
Tutors should be in regular contact with parents. This can come by talking directly to the tutor or maybe through email concerning progress being made, what is still lacking and what can be done at home. Tutors should be aware of a child’s school assignments and tests, and many like to talk with the student’s teacher.
How long will a child likely tutor?
“I always tell parents I do not have a crystal ball,” said Bellchamber. “You just can’t predict. Every child is different. Some will require constant support while others will tutor for a few months, take a few years off and come back in high school, for instance, as more complex concepts are introduced. If tutoring is a priority and is consistent it won’t last as long. It may have taken a while for students to get to the point where they needs tutoring, so kids will not go from an F to an A in two weeks.”
For information on tutoring at St. Louis LDA, call 314-966-3088.
Ninth Annual Spring Golf Classic Raises More than $79,000
Thanks to all participants, sponsors, volunteers who made the 9th Annual Spring Golf Classic a success. St. Louis LDA raised more than $79,000 to help provide services to area children with learning disabilities.
Congratulations to the first place winners Rusty Hager, Ralph Hager, Johnston Hager and Henry Schwetye! A special thanks to sponsors Armada and Scottrade.
See photos of the event on our Facebook page.
Remembering a Good Friend...
It is with great sadness that I inform you of the passing of the St. Louis LDA’s Vice President, Christine Ivcich. Christine joined the LDA board in 2005 and from the beginning of her tenure with us, took an active interest in helping others. From the first time we met, it was clear that Christine possessed an intense passion to help not only children with learning disabilities, but also their families. From personal experience, she understood the pain, frustration, and feeling of isolation that so many individuals with learning disabilities and their families experience and wanted to ensure that no other family would have to endure those feelings without support. In the beginning of her service, she frequently commented on the energy and passion that were evident on a daily basis at LDA and was not sure she could “keep up with all of this energy.” But, within weeks, she became part of the energy and passion that are evident every day at LDA. Christine eagerly took on the role of Vice President, served on the Board Governance Committee, led the charge for the Advisory Council, and helped with special events. Whenever someone needed something, Christine was there to help. Her passion, love, and caring will forever be remembered at LDA and she will be deeply missed.
- Sheryl Silvey, St. Louis LDA Board President
Donations to LDA in memory of Christine Ivcich
by Sarah Collins
by Laura Knight
by Pam Kortum
by Tina Roche
by Sheryl Silvey
By Arlene and Bill Sullivan
by Jeri Wilson