READING STYLE INVENTORY WITH A DYSLEXIA CHECKLIST
The results of this READING STYLES INVENTORY should be used to provide valuable
information concerning a student's learning style. These are specific
preferences when learning. The school will be provided with a detailed teacher
profile designed by Dr. Marie Carbo including specific classroom strategies,
reading method recommendations, and reading material suggestions. Hopefully,
this will encourage the teachers to view a student as an individual with
specific preferences, although it should be noted that some of these suggestions
are more realistic in a home environment.
Parents receive an individual report modified for parents and to the home
experience. It is very important for parents to guide the student since they are
"lifelong" advocates. Therefore, this report and teaching children "HOW" to
learn is very important in the total educational experience.
The dyslexia checklist, combined with the READING STYLES INVENTORY, provides
suggestions to improve the reading abilities. Dyslexia is defined as a specific
learning disability shown by a difficulty in learning to read which is not
influenced by instruction, intelligence, or socioeconomic level. Usually it is
not diagnosed until the student has failed in school for many years (11-17 years
old) and self-esteem damaged. Although symptoms emerge very early, it is
difficult to determine until a child has been exposed to reading skills
fully. It is also a severe discrepancy between ability (intellectual abilities)
and achievement (academic performance). To receive public funding, a student
needs to fail academically (usually at least one year below grade level) before
programming can be designed. There is some movement in Congress though to
approve legislation for earlier diagnosis, possibly screening in kindergarten so
the self-concept is not affected.
The checklist and the inventory can assist parents and teachers to help students
to remediate weaker areas and learn to compensate for areas of need. With more
awareness, progress can be noted without even a diagnosis. A dyslexia label
provides public programming but remediation is the same with or without the
diagnosis. The main aim of this report is to have parents and teachers view this
student with individual strengths and areas of need so potentials can be better
achieved. It does not diagnose dyslexia but provides useful tools to make a
child a better reader and learner. This can be an effective tool for all
children and not only those with potential dyslexia symptoms.
This also includes the BRAIN and PARENTING STYLES INDICATORS.
*Although this can be done at home for those older than third grade by helping
students answer preference type questions, it can be done for first graders and
older by a specialist in the school (only available in select cities—please call
Dawn Heil at 847-854-0347 to discuss this or return the completed parent order
form to the school administrator to order).*