The Dyslexia Correction Interventions -detail
Dyslexia is one of the main reasons causing difficulty in reading, spelling and writing.
Dyslexia is NOT a disease –
It is not a mental disturbance –
It is not linked to levels of intelligence –
It is genetically “inherited” from parents/grandparents –
It cannot be cured, but the effects of dyslexia can easily be corrected.
Intensive research since the 1980’s has shown that the vast majority of people with dyslexia are visual thinkers. This means that instead of sounding out letters and syllables of words to recognise, learn and spell words, (as per Phonics) dyslexics rather prefer to see the word in its total and translate the meaning of the word into an accurate mental image. These images are stored in the imagination. There are around 200 (mostly abstract) words in any language that do exist in the dyslexic person’s speaking and listening vocabulary, but DOES NOT give the dyslexic reader a meaningful mental image.
If an image can’t be called up (as in the case of abstract and sight words or even a new word), the dyslexic reader gets confused and starts to use his/her inborn dyslexic talent to disorientate. In simple terms that means that he/she leaves the real world and enters the alternate world of the imagination and search for visual meaning. If a visual meaningful image/picture can’t be found, the dyslexic reader starts to increase concentration, and the search for temporary meaning starts: (alphabet song, omitting words, replacing words, “do-it-for-me” .
During our Dyslexia Correction Intervention methods, the student is guided to master control of this disorientation at will. (Almost like switch on/off imagination) without medication. Some of the “pictureless” words in English: the, a, but, so, if/ for/some, of, that, being, at… (234 words) and some of the 187 Afrikaans “beeld-lose” woorde: is, wat, omdat, vir, by, as, dit, te, min, let, om, ooit…
The focus of the Dyslexia Correction Interventions is to help the dyslexic person to create his/her own mental pictures for the meaning of words that do not have natural images. Therefore, the primary tools of the intervention methods are a dictionary and clay. Using the tools, left and right brain are involved. Left-brain: finding and understand the dictionary definition of a word, and right-brain: use creativity to create/design a 3-D clay model of that definition.
Mastering: To start riding a horse, one can sit in a lecture room and be taught by the best trainer how to ride and handle the huge animal, but finally one has to get on and try oneself. Only then will you be able to master horse riding (probably after a few nasty falls!). To master a new word, or get the meaning of an abstract word, the dyslexic will use his gift of creativity and create the abstract concept in the real world, see and feel what the word looks and sound like.