by Shelley Tzorfas

QUESTION:  I have heard the term Dyslexia. Some experts say my child does not have it because he does not simply reverse letters or confuse a "d" with a "b". So what is it really?

ANSWER: The term Dyslexia was once mentioned in a dictionary as reversing letters or seeing backwards nearly 100 years ago. Other well-meaning definitions such as "phoneme problem", are wordy, hard to interpret, or to understand. Some terms make it seem as if dyslexics have little problems once the school day ends.

As a dyslexic myself, I use a definition that seems to cover some of these misunderstandings and/or confusion: Dyslexia is a processing of information problem, either in the visual, auditory, or kinesthetic mode.

There are many types of this condition including Dysgraphia, Dyscalculia/Dysnomia, and Dyspraxia; messy handwriting, difficulty with math and writing numbers, and physical clumsiness.

Without getting too technical I personally find Dyslexia more often than not an auditory processing of information problem than a visual problem. The student may be asked verbally to follow five instructions, but he or she processes language more slowly. Although their ears work just fine, they only process two or three instructions while believing they did all that was asked. "Mom, I did what you said," they insist, seeming argumentative all the while.

Actually, they are telling the truth, based on what they heard!

Another issue is the continual admonishing they receive, for example "If you would just stop talking and listen for a change, then you will understand". Actually, (sorry folks) some need to talk and listen in order to understand because their brain works differently from others. This talk is a form of "checking in" what they are trying to learn.

So telling them to just wait till you are done explaining to ask questions sounds logical, but the child will not be able to remember their questions. You are talking normally, but they are overwhelmed with the information and tune out as a form of self-preservation. The teacher becomes annoyed that the student isn't listening when in fact they are trying to listen.

They just don't learn auditorially, and need to see pictures. Also, they may need to use their hands to process information.

Take a computer for example. Imagine that there is no keyboard and no mouse. Yet the components that make up the brain are there. You must move the mouse and touch the keyboard to access the information by the brain.

That is how some kids need to learn, by moving their hands, or kinesthetically. The information goes up through the hand, arm, and into the brain, much like a computer mouse.

Examples of kinesthetic people include carpenters, electricians, plumbers and artists.

Now you may notice that some students need to hear slowly to process information. Even instructions as simple as "get out your textbook, turn to page thirty-five, and answer questions six, seven and eight," must be repeated. Students querying "What page did you say?", "Answer which questions?" may be perceived as pulling your leg, but they are not at all.

How can such a child who needs every request be repeated be such a fast talker? The irony is that they themselves have access to what they are thinking.

The biggest dilemma is often that the really simple, low level stuff is hard, while high level complex material is easier for them. While ;most people learn in a linear fashion, step by step, these special needs students do not.

Dyslexics often hear someone say, "How can someone as smart as you be so stupid?" For instance, let's say you taught your child addition, then subtraction, then onto multiplication. The multiplication times tables can actually delete the information they had when they knew their addition facts.

So if you are wondering what to do, try teaching two steps backwards -- review, review - then one step ahead. This might mean addition facts, subtraction, then the times tables.

However, the irony here is this same child may actually be able to perform algebra and other higher forms of math yet still struggle with the times tables. At the same time, most educational institutions tend to drill the times tables over and over, never putting the child into algebra to see how he or she might fare there.

Also, there is a kind of "retrieval Dyslexia" where students know the name of something they have studied for an exam. But they are completely unable to remember it during the test. Nevertheless, a few hours later when not under pressure, they recall it with ease. It's as if they placed the information into a filing cabinet in their brain, then couldn't find the right drawer or file to get at it!

Because they don't learn in a linear fashion, they also perceive the world differently, in an out-of-the box fashion. So a problem difficult for others might seem easy for them. This is why so many famous inventors, designers, actors, scientists and other innovators are able achieve what others could not.
Einstein, Tom Cruise, Whoopi Goldberg, Da Vinci, and such presidents as Washington and Kennedy are reportedly dyslexics. My personal favorite is Walt Disney. Can you imagine the world without Mickey and Minnie Mouse cartoons, and Disneyworld?

One of today's major classroom buzzwords is the "multisensory" approach. This frequently refers to the use of visual, auditory and kinesthetic materials, and activities in hopes that more knowledge might stick to some students at least some of the time.

I would recommend that teachers and parents discover which of these styles fits their special needs student. A simple way to start is to find out whether they need to listen then read, or use their hands then listen. One of these areas is usually weaker. I have even had visual learners who have a problem with their eyes.

Importantly, kids who usually get a new toy and start putting it together by trial and error without reading the instructions tend to be kinesthetic.

But what works for one dyslexic may not work for another.

You can also test children by asking them to write the alphabet, starting at some point in the middle, such as the letter 'r'. Dyslexics often have to recite to themselves a-b-c-d-e-f-g, until they reach the letter 'r', while others can just write r-s-t-u-v, etc. without compensating strategies.

Did you ever have an old radio with too much static? You take it into another room only to find its reception clear as a bell? Sometimes there's a glitch in the wiring, and that's what Dyslexia is like.

This leads me to another point. Some kids can only understand what they read silently to themselves, while others must move their lips, and read slightly out loud. If their compensation strategy is moving their lips, then let them move their lips.

Some need absolute quiet, while others need noise in the background. So while the no-TV rule is optimal for some, it's not the best for all.

I remember when finding out about my Dyslexia that I used to go to a diner to read, study, or write while preparing for a college exam. It was the clanging of the dishes and orders for cheeseburgers, and the motion in the background that got me able to absorb my reading material.

I am sorry to say that we dyslexics as a population are high maintenance. On the other hand, when placed into areas of strengths we become successful. Not only in spite of our learning differences, but sometimes because of them.

SHELLEY TZORFAS is the Founder of Specialized Tutoring/Learning Assessments, and has been tutoring students with ADD, ADHD, Dyslexia as well as undiagnosed kids for nearly twenty-five years.
Shelley views Dyslexia as a "processing of information problem, either in the visual, auditory or kinesthetic mode," and strives to educate the general public about learning disabilities.Like other dyslexics, Shelley has had varied, successful careers. These range from appearing on a PBS documentary, and exhibiting artwork in museums. She is currently writing a book on learning differences.
Shelley, nee Gelfman, is a single mother of two boys and lives in New Jersey. She is available for consultation and/or tutoring, and may be reached at her website at www.betterschoolresults.com . Her email is stzorfas@gmail.com , phone number is
(908) 735-9053.