Click If you’ve heard the term “dyslexia” and aren’t sure what it means, you’re not alone.  People tend to have a lot of questions about dyslexia.  Is it a general term that covers many kinds of learning issues?  How is it different from (or the same as) a “specific learning disability”?  The answers here can help you develop a better understanding of dyslexia.
What exactly is dyslexia?
Dyslexia is a brain-based condition.  It causes difficulty with reading, spelling, writing and sometimes speaking.  In people with dyslexia, the brain has trouble recognizing or processing certain types of information.  This can include matching letter sounds and symbols (such as the letter b making the buh sound) and blending them together to make words.
Some people with dyslexia don’t have trouble sounding out or “decoding” words. But they may struggle to understand what they read.  It can be very hard for people with dyslexia to read in a way that’s automatic, or seemingly without effort.
Like other types of learning and attention issues, dyslexia is a lifelong condition. Children don’t outgrow it.
Characteristics of dyslexia often include:

• Difficulty associating sounds with letters and letters with sounds
• Confusion when pronouncing words and phrases, such as saying “mawn lower” instead of “lawn mower”
• Difficulty reading aloud with the proper tone and grouping words and phrases together appropriately
• Difficulty “sounding out” unfamiliar words
• Trouble writing or copying letters, numbers and symbols in the correct order
• Trouble rhyming

Even though dyslexia doesn’t go away as kids get older, there are lots of accommodations and strategies that can help.
Why is dyslexia confused with other learning issues?
Dyslexia is thought to be the most common kind of learning and attention issue.  The majority of kids with learning issues have features of dyslexia.  This is probably why dyslexia gets confused with the following learning and attention issues.
Dyscalculia, sometimes called “math dyslexia,” causes problems for kids when it comes to reading, writing and understanding numbers.  While kids with dyslexia struggle with letters and words, kids with dyscalculia often:

• Read numbers incorrectly
• Have trouble copying and writing math numbers and symbols
• Have trouble with math concepts, such as counting, measuring and estimating
• Struggle to master the “basics” (such as doing quick addition and subtraction in their head) that are key to working independently and efficiently

Dysgraphia makes it hard for kids to put words on paper and spell when writing. Similarly, kids with dyslexia can have trouble with spelling and writing.  Children with dysgraphia, however, may also struggle with the mechanics of writing.  For instance, they can have trouble gripping a pen or might fatigue easily when writing.
Kids with ADHD also may struggle with reading, comprehension and writing, just as kids with dyslexia do.  As many as a third to a half of all kids with ADHD have co-occurring learning issues like dyslexia.  It’s often hard to tease apart whether one or both of these issues is contributing to a child’s difficulties.  The hallmarks of ADHD (but not dyslexia) are problems with behaviour and learning that stem from inattention, impulsivity and over-activity.
Although dyslexia is common, it’s frequently confused with other learning and attention issues.  Understanding the characteristics of dyslexia—and how it overlaps with or is distinct from other issues—will give you a better handle on the kinds of learning and attention issues that may be affecting your child.
 
here to edit.

For some children with ADHD, frequent lying is a real problem.

Now, most kids tell untruths at some time.  It truly is a natural part of growing up.  They try to get away with something and hope they won’t be punished if they deny it.  Or they tell a lie and blame someone else for what they in fact did.

But apart from the lying most children do at some point, kids with ADHD may tell lies as a part of their ADHD symptoms.  Here’s an example:



David tells his dad he’s headed to the library after school to do homework.  But instead of going right away, he impulsively decides to hang out with friends.  And when he gets to the library, he’s so distracted he doesn’t get any work done.



Later, his dad asks to see his homework, and without thinking, David lies and blurts out that he left it at the library.  This is an impulsive response to a situation created by David’s ADHD symptoms.



Ironically, kids with ADHD generally don’t make great liars.  It’s hard for them to keep their answers straight and consistently remember the untruths, especially when asked several times.


There’s a saying that I like to point out to these kids: “If you always tell the truth, you never have to remember what you said.”


For you as a parent, it’s important to distinguish willful lying from what I call “ADHD symptoms untruths.”  How do you do that?


If you observe your child over time, you’ll begin to get a good sense of when he’s likely to lie and in what situations.  You can preempt a lot of lies by guiding the conversation and asking the right questions.


Let’s go back to the example with David.


His dad might know that David has a hard time getting started on his homework after school.  And if he wanted to see whether David did his homework, he might say something like this:


David, I want you to tell the truth and I know sometimes you say things without thinking it through.


So, before you answer, here’s what I know happened.  I spoke to the librarian.  She said she saw you arrive late at the library.  She told me you were horsing around a bit.  Now, think for a moment before you answer—did you do your homework at the library?


Just asking a child to think before you allow him to answer may help you sort out intentional lies from impulsive responses.  In fact, kids often do tell the truth when confronted by what parents already know.


Another thing to consider: A child doesn’t always think through what might happen if he actually tells the truth.  Including that the reaction might not be bad.  That’s why in David’s situation his dad might say:


David, there’s still time tonight to finish any homework.  So if you didn’t get your work done at the library, you can finish it now.


By letting a child know the consequences, you can help them think through his response.


Obviously, this blog post is just a small sampling of the very complex issue of ADHD and lying.  But I hope it gives you a window into why lying happens and what to do about it.


Keep in mind when you are a child with ADHD and get in trouble, it’s easy to get caught up in untruths. Helping kids become more able and willing to tell the truth is critical for them as they move into adolescence and adulthood.

 

Has the idea of your child repeating a grade come up with the school?  There are a number of things to consider when you talk about repeating.  Take a look at these pros and cons.

Pros of repeating a grade

Cons of repeating a grade

Kids who’ve missed a lot of school due to illness, emotional trauma or a move may benefit from repeating a grade.

A child who’s just been absent often is already at higher risk for dropping out of school.  Repeating a grade increases the risk.

 

Kids who are much younger than grade-level peers and who have a history of struggling academically can benefit from repeating a grade. It can be a better fit emotionally and age-wise.

Kids who are already the oldest in their grade will be almost two years older than the rest of the class.

 

For kids who are developmentally immature (either physically or emotionally), repeating a grade may reduce the stress of trying to “keep up.”

For kids who are physically large for their age, repeating a grade can make them stand out more.

 

Kids who are far enough behind that it’s unlikely they’ll catch up in the next grade may benefit. However, they’ll still need supports in place to help them master skills.

 

Kids who will be taught the same skills in the same way without any different support in place typically don’t benefit from repeating.  And kids who stay back tend to lose the positive gains within two to three years after being held back.

Kids who have behaviour issues or stress that’s clearly related to schoolwork may benefit from another year.

 

Kids who have behaviour issues or stress related to the classroom environment typically don’t benefit from staying in the same class another year.

 

Kids who can tell you they feel like another year in the same grade will be helpful are good candidates for repeating a grade.

Kids who are strongly opposed to staying back are more likely to find ways to make it not work.

 

Keep in mind that kids don’t outgrow learning and attention issues like dyslexia.  They won’t “grow out of it” by repeating a grade.  Kids with learning and attention issues need appropriate instruction and help to make progress.

If your child’s school suggests repeating a grade, make sure to talk about all the options. Ask your school about response to intervention or whether tutoring might be another way to help your child.