Dyslexia Empowering Parents

Book Content

Section 1

Introduction to Empowering Parents    
  • The principles of the dyslexia@bayTM system
  •  Characteristics of individuals with dyslexia
  •  A unique structured approach for each person who has dyslexia

Section 2 

Phonics: Why some students cannot spell words by sounding them out.
  •  Solving the mystery of Phonics
  •  Phonetic Deafness
  • Using phonics is easy isn’t it?


Section 3

The Perceptual Screen   
  • What is a Perceptual Screen?
  • Perceptual Screen and Spelling
  • Perceptual Screen and Reading Comprehension
  • Perceptual Screen and Sequencing 
  • Perceptual Screen and Story Writing


Section 4

Spellings – Using a Visual Strategy

  •  How do most people who do not have a learning difficulty learn to spell new words?
  •  Short-term versus Long-Term Memory
  • Perceptual Screen and Spelling


Section 5

Unconscious Learning    

  • When does Unconscious Learning start?
  • How exactly does Unconscious Learning work?
  • Unconscious Teaching methods.


Section 6

Writing Stories and Reading Comprehension    

  • What are the main stages in Writing Stories?
  • What are the main stages in Reading Comprehension? 
  • Building Visual Memory.
  • The link between Anticipatory Eye-Movement and Visual Dynamic Memory.


Section  7

Eye Tracking Difficulties    

  • What exactly is eye tracking and what are the symptoms?
  • Why do students with dyslexia complain of getting “tired” of reading after a short period of time?
  • Why do students with dyslexia often show no interest in reading? produce written work that is inconsistent with their oral ability?
  • Lack of fluency in reading and eye tracking.


Section 8


  • What exactly is sequencing?
  • Maths difficulties arise for those students who have sequencing problems.
  • Logical and sequential Thinking Processes.
  • How our brain recognised time. 


Section 9

Other difficulties experienced by students with dyslexia 

  • Confusion between left and right.
  • Difficulty tying shoe laces. 
  • Difficulty copying from the board at school.
  • Dominant direction of Lateral Processing. 
  • Dominant direction of Circular Processing.