Not all children with specific language disability will have all of these symptoms, but the cluster of symptoms will usually include #11, #12, #13 and #14.

1. Slowness in learning to read.
2. Tendency to use vowels interchangeably.
3. Difficulty in blending.
4. Inability to hold the exact image of a new word in the memory system for even a moment.
5. Minor problems in speech: misarticulation and/or stammering involving vowel sounds.
6. Some trouble with auditory discrimination.
7. Tendency to see parts but not the whole.
8. Difficulty in categorizing.
9. Problems with word retrieval.
10. Poor writing; using lower-and upper-case letters indiscriminately and/or combining cursive with manuscript writing.
11. Tendency toward passivity in the learning situation. Child does not view reading as an active process.
12. Tendency to reverse symbols and sequence.
13. Poor spelling.
14. Feels himself a failure.
15. Right-left confusion and/or the tendency to interchange using right and left hands for different activities.
16. Excellent ability in working and understanding three-dimensional activities.

The following approaches have been used in schools and clinics with students who exhibit symptoms associated with dyslexia:

• Orton Gillingham
• Phonics You Can Feel (available through The Reading Group web site)
• Lexia, T.M.
• Language Tool Kit
• Lindamood-Bell, T.M.
• Wilson, T.M.

Each of these methods requires instruction in saying and writing words as a means to learning to read. Teachers and clinicians interested in learning more about these multisensory approaches can receive more information through The Reading Group, a not-for-profit reading clinic in Urbana. Demonstrations and inservice workshops are offered.

Successful reading clinics tend to share three common practices: (1) Children, parents and teachers share confidence in the methods used; (2) teachers are thoroughly trained in multisensory instruction; and (3) one-on-one instruction is used. Parents, teachers and students will find all three at work at The Reading Group.

1. Set aside a period each day at a specific time.
2. Play the role of a teacher. Be objective and impersonal during the homework session. Talk about your different roles as parent and teacher to help the child understand what you are doing.
3. Do not let the child take control. He may want to talk instead of work. He may ask, "Do I have to?" He may act foolish, giggle, or complain of a headache. If the child begins to throw a tantrum, tell him to go ahead and have a tantrum but that he will still have to get to the work when he is finished.
4. If you know that he has reason to feel tired or over-excited, wait until he is calm and rested.
5. Keep your directions short and simple. In some cases, show him instead of tell him.
6. Don’t pressure your child to work fast. Timed tests or tasks will be especially disorganizing for him. Rewards for finishing a task at a specific time also create undue pressure. Instead, say, "When you are finished you may…….".
7. Help your child learn how to relax. Several deep breaths in and out will often help. Massage his neck and shoulders when he appears to be tense.
8. When you sense it would be helpful, read lessons to your child. Ask him to read every other paragraph or take turns in other ways. Allow him to rest his eyes while you read to him.
9. When the school allows parents to buy textbooks, do buy texts, and teach your child to underline important parts with a yellow pencil or highlighter as he reads assignments.
10. Help your child to accept himself when he forgets facts or words which you thought he had already learned.
11. Never tell your child a task is easy. Agree with him that it’s hard, but that you think he can do it.
12. If you feel tense as you try to work with your child, don’t give up. Take 3 deep breaths yourself before you begin to nag or show your tension in any way.