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Clear, practical, science-based information and advice for successful results
One in five American children has trouble reading. But they are not stupid or lazy. In Overcoming Dyslexia, Dr. Sally Shaywitz, codirector of the Yale Center for the Study of Learning and Attention and a leader in the new research into how the brain works, offers the latest information about reading problems and proven, practical techniques that, along with hard work and the right help, can enable anyone to overcome them. Here are the tools that parents and teachers need to help the dyslexic child, age by age, grade by grade, step by step.
--What dyslexia is and why some intelligent, gifted people read slowly and painfully
--How to identify dyslexia in preschoolers, schoolchildren, young adults, and adults
--How to find the best school and how to work productively with your child’s teacher
--Exercises to help children use the parts of the brain that control reading
--A 20-minute nightly home program to enhance reading
--The 150 most common problem words–a list that can give your child a head start
--Ways to raise and preserve a child’s self-esteem aqnd reveal his strengths
--Stories of successful men and women who are dyslexic | | | |
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| | Product Details | | Author: | Sally Shaywitz M.D. | | Paperback: | 432 pages | | Publisher: | Vintage | | Publication Date: | January 04, 2005 | | Language: | English | | ISBN: | 0679781595 | | Package Length: | 9.2 inches | | Package Width: | 6.3 inches | | Package Height: | 1.0 inches | | Package Weight: | 1.2 pounds | | Average Customer Rating: |  based on 86 reviews |
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| | Features | ISBN13: 9780679781592Condition: NewNotes: BUY WITH CONFIDENCE, Over one million books sold! 98% Positive feedback. Compare our books, prices and service to the competition. 100% Satisfaction Guaranteed
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| | Customer Reviews | Average Customer Review:
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 Empowering Jul 30, 2010
Sally Shaywitz's Overcoming Dyslexia is a highly useful and readable text for both teachers and parents. A Yale physician and neuroscientist who has studied the acquisition of reading skills in school age children, Shaywitz is an expert on dyslexia.
She divides the book into four sections. The first is a scientific look at the nature of dyslexia, as well as an overview of how recent scientific discoveries (like MRI imaging) have made it possible to identify the neurological differences in the brain that cause dyslexia. Shaywitz takes care to make this technical section accessible for a lay reader. She also makes a point of debunking myths about dyslexia, such as that it is more prevalent among boys (it isn't). The second section is devoted to the diagnosis of dyslexia in children, including older children and adolescents whose reading problems may be poorly understood. In particular, Shaywitz urges parents who suspect that their child is not learning to read to ignore teachers who recommend patience; she is insistent that early remediation is essential. Part three is a very comprehensive look at reading programs and at things parents can do to help children who are struggling readers. The last section of the book offers specific recommendations for coping with dyslexia, such as seeking accommodations for extra time on tests. The book concludes with an epilogue in which several well known people (John Irving, the writer; Charles Schwab, the discount broker, and others) discuss their struggles with dyslexia.
For a parent concerned about a child who struggles with reading or a parent whose child has been diagnosed as dyslexic, "Overcoming Dyslexia" is a complete resource. There is so much valuable information about diagnosis, about reading programs, and about help a parent can provide that the book is empowering. This is particularly important for any parent who has felt helpless in a teacher conference or in a room full of specialists. Overcoming Dyslexia can turn a parent into an expert, particularly since dyslexia is so poorly understood by many teachers. As Shaywitz comments, the neurological basis for dyslexia is now well understood, but classroom practice lags behind the scientific findings, even though perhaps 20% of the population has some sort of reading disability.
For teachers who wish to understand dyslexia better or who wish to know more about its remediation, this book is also extremely useful. Every language arts and English teacher ought to read it. As for the title, which some readers have criticized as promising too much, it is certainly true that one book cannot "overcome" a disability as complex as dyslexia. Shaywitz does not recommend one pedagogical approach over another, but it offers many possibilities. This is appropriate for dyslexia, which, as Shaywitz points out, exists on a continuum (severe to less severe). In addition to lots of valuable information, Overcoming Dyslexia offers frustrated parents and struggling readers some much needed hope and encouragement.
M. Feldman
Amazing book Jul 10, 2010
Whether you have a child with dyslexia or not this book opens your eyes to anyone with the problem. It shows the biological basis of the problem, the signs of dyslexia in children, suggesting how early to get help and the best practices to help your child. The book tells of even college students and amazing adults who are successful despite having dyslexia.
2 of 2 found the following review helpful:
 A Mixed Bag Jul 03, 2010
As a doctor who works with children with learning disabilities, I find this book by Dr. Shayitz a mixed bag. Some of the information that she presents such as the brain areas used by good readers versus dyslexic readers is very good. However, her explanation of dyslexia leaves a lot to be desired.
Dr. Shayitz is both dogmatic and contradictory in her explanations on how dyslexia works. For example, Dr. Shayitz's premise is that dyslexia is ONLY a phonologic/phonemic awareness problem. English is a phoneme-based (based on units of sound) written language whereas as Chinese/Japanese is a grapheme-based (based on visual pictures) written language. If her premise is correct, then how does she explain the existence of Chinese/Japanese dyslexics (and I do not mean those who have a difficult time reading English)?
In another explanation of the mechanics of reading, Dr. Shayitz states that dyslexics have a difficult time storing a mental image, or word form, in a certain area of the brain. Consequently, according to Dr. Shayitz, dyslexics have a difficult time reading fluently because of their inability to access the proper word form. However in contradiction a few chapters later, she states that dyslexics are often proficient in typing because of the ease with which they can "lift the word as a whole and [place] it on the page via the keyboard". Since dyslexics have a difficult time storing the proper word form, then how can dyslexics easily access it to type a word out on a keyboard as Dr. Shayitz states? Her assertion that dyslexics are proficient at typing is a contradiction to the difficulty that dyslexics have in storing accurate word forms.
Dr. Shayitz also reports that part of becoming a skilled reader is paying attention to the inner details of a word, or rather, the lines and curves that make up the middle letters of the word. She states that the skilled reader needs to scan these in so that he/she can properly decode the word. Paying attention to the visual details of the word as well as scanning them in requires good visual skills - this is not groundbreaking information. However, a few pages earlier in her book, Dr. Shayitz discounts the importance of visual skills in dyslexia and reading.
There are many other examples of dogma and contradictions in Dr. Shayitz's book. Don't get me wrong, though. I would not "throw the baby out with the bath water". Dr. Shayitz does present some good information in a relatively easy to read format. She shows an aptitude for using real-life analogies to explain technical information. However, I would not recommend this book to someone who has little or no knowledge of reading disabilities/dyslexia - the book would give an inaccurate overview of dyslexia. Everything in the book is not wrong - it's just that Dr. Shayitz does not present the entire picture.
The single best, most scientific, most parent-friendly book on dyslexia Jun 12, 2010
Let's say you have a capable, intelligent five-year-old child who is having unexpected difficulties learning to read. Parents of other kindergarteners tell you they spend 15 minutes with their children on the reading homework; however, you and your child spend 45, 60, or more minutes doing the identical homework. Further, those unsuccessful marathon sessions end with both of you frustrated and tearful. Sometimes you think your child has learned how to spell simple words, or can finally tell you which letters make which sounds but then, 15 minutes later, he or she has forgotten the information. Unlike classmates, your child has trouble remembering his/her address and phone number or how to spell his/her own name. Your child often means one word but says another somewhat similar to it, like "ocean" for "lotion". Your child may have had speech (articulation) problems as a toddler. He or she has trouble retrieving the name of a known item and, as a result, ends up saying vague things like, "You know, mom, that blue thing" or "the whatchamacallit" or "that stuff."
If this describes your life and that of your child (it was my story and that of my child), RUN, do not walk, RUN, to buy this book. It is the single best, most research-based, yet most readable and parent-friendly book you will ever find on the subject of dyslexia.
Before you ask the public school system to evaluate your child for a learning disability, before you select an expert in private practice to evaluate your child, before you succumb to marketing hype about costly and ineffective reading programs, read this book.
The author, Dr. Sally Shaywitz, is: (a) a pediatrician; (b) a neuroscientist; (c) a professor of medicine at Yale University's medical school; (d) past chair of the National Reading Panel, convened by the National Institutes of Health to report to Congress on the responsible research on how children learn to read; (e) a passionate child advocate; (f) the recipient of many NIH and other research grants to study dyslexia; and (g) with her husband, Dr. Bennett Shaywitz, the founder of the Yale Center for Dyslexia and Creativity.
Google her name if you need any more bona fides. She's simply remarkable.
Dr. Shaywitz's goal in this book is to bridge the gap between scientist and parent and between scientist and teacher. This book is like conversing over coffee with a smart, helpful friend. It uses plain language and real-life examples to translate what scientists know into the everyday language of parents and teachers.
The cold, hard truth is that most colleges of education do an abysmal job of teaching teachers how to teach reading and, as a result, most teachers know next to nothing about what dyslexia is or how to effectively remediate it. (Shocked, aren't you?) Good teachers WANT to help their students learn to read; however, just as no one is born knowing how to parent, no one is born knowing how to teach reading to children with dyslexia. This book will help dedicated teachers learn why, despite their best efforts, some of their students still struggle to learn to read, and what they can do about it.
This book explains what dyslexia is and isn't. For example, dyslexia is NOT a visual problem - dyslexics don't see things backwards - but instead is a language-based (brain-based) condition which can be observed on functional MRIs.
The book also explains why MSL (multisensory structured language instruction) is essential to help students with dyslexia learn to read well, and why it also helps non-dyslexic readers become even better readers. It identifies more than a dozen different MSL methods available commercially. It explains why public schools do a poor job identifying and remediating dyslexia. Some school districts won't even use the word "dyslexia," even though it is an accepted term among doctors, scientists, psychologists, and the U.S. Dept. of Education. You can't address what you don't admit exists! This book cautions you about "quack science" and bogus interventions like tinted lenses or vision therapy.
The book will teach you not to listen to well-meaning but uninformed teachers or friends who tell you that "boys learn slower than girls" or who tell you that grade retention is a kindness since it gives the child "the gift of time." (Check the position paper of the National Association of School Psychologists at [...] on that little myth.) If your child is lagging classmates in reading, then your child is in pain and is feeling stupid. This has short-term and long-term consequences. Do not delay. Buy, borrow, or check out this book from the library, and read it from cover to cover.
My child, identified relatively early, still bears the scars of the painful years. That's the bad news. The good news is that he became a very good reader because of MSL. Age 16 now, he consistently scores in the top 3% of his peers on standardized tests of reading comprehension.
Do not rely on schools to help your child with dyslexia. As Dr. Shaywitz says, YOU are your child's advocate! Educate yourself. Go to U.S. Dept. of Education websites or medical school websites and NIH websites or the website for the non-profit International Dyslexia Association. But the very FIRST thing you must do is READ THIS BOOK!
1 of 1 found the following review helpful:
The Bible for Dyslexic and their families May 07, 2010
Words Aren't Fair
By Martha J. Biery
Sally Shaywitz's book is my bible, literally. I test children with reading disorders and as most of them have varying degrees of dyslexia, this book has saved me hundreds of hours of explanation with these children's parents. I ask the parents to read my report and then buy the book and meet with me after they read it. This book is a blessing!
In my meetings, I specifically address why their child is having difficulty storing words in long term memory and I refer to Sally's explanation. This helps the parents understand the need for a sequential, phonics-based reading program for their child. Just knowing that their child is not learning because he/she doesn't process sounds effectively gives the parents hope that their child will "get it" with the right intervention. Additionally, I love that Sally has put in a chapter about how a child can become his/her own advocate.
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