The most typical association of dyslexia is difficulty learning to read. It has an impact on a child’s capacity to identify and control linguistic sounds. Decoding new words or breaking them down into digestible parts that they can subsequently sound out is difficult for children with dyslexia. This makes it challenging to read, write, and spell. They may make up for this by memorising words, they might struggle to understand unfamiliar terms and may take longer to recall even those they are familiar with.
Dyslexia is characterised as a gap between a student’s ability and achievement, not as a reflection of the child’s intelligence. For the first few grades at least, some children with dyslexia are able to stay up with their peers with a little more work. However, they start to have issues in the third grade, when they need to be able to read rapidly and fluently in order to keep up with their work.
Our experience enables us to offer clients a straightforward process to recovery. Having said that, you can rest assured that we do not use a cookie-cutter approach but rather treat each client with the individualized care and attention that you deserve.
Now that you’ve gotten to know us,
why not schedule an appointment
to get the journey started?
We begin with an assessment by discussing and exploring your anxiety including symptoms and possible causes.
After the assessment, we will begin
working on areas for improvement & coping strategies.
We’ll do a deep dive together,
isolating specific challenges and
finding effective solutions.
If your child isn’t meeting expectations for reading, an evaluation can be requested to determine whether there is an accomplishment gap. The evaluation will test your child’s intellectual capacity and reading proficiency. It should also eliminate any further plausible reasons, such as environmental variables or hearing impairment.
An evaluation can be carried out by a psychologist, a neuropsychologist, a reading specialist, a speech and language therapist, an educational evaluator or a school psychologist. Additionally, you can use this evaluation to advocate your child’s interests and secure the resources and accommodations they might require.
Early intervention is crucial to help children catch up and to improve their fragile self-image, which is harmed by continued academic difficulty and peer comparisons. Reach out to our psychologists today if you think your child might be dyslexic.
The most common learning disabilities in Canada are:
If you suspect that you or your child has a learning disability, contact us today.
Absolutely not! People with learning disabilities are often intelligent and some are even gifted. Learning disabilities mean that those living with them have brains which work differently. In order to learn the best, those with learning disabilities need to be taught in ways which take into consideration their strengths and weaknesses.
Since learning disabilities are invisible, psychological tests must be performed to determine the extent, if any, of a learning disability in an individual. At Waystone Psychology, we perform Psychoeducational Assessments to determine learning challenges faced by people of all ages. Our tests are highly effective in assessing strengths & challenges faced by individual learners.
ADHD, or Attention-deficit/hyperactivity disorder is one of the most common learning disorders affecting children as well as adults. People with ADHD will have higher than normal activity levels, difficult remaining still for long periods of time, and limited attention spans. While these symptoms are common in children in general, in children with ADHD these issues are much greater than is common for their age and can cause issues with social, educational, and family functioning.
Nobody is really sure what causes learning disabilities, though sometimes learning disabilities run in families. While recent advances in brain imaging technology suggests that the brains of people with Learning Disabilities function differently than those without them, the exact causes have yet to be identified. Some research has suggested that learning disabilities might have risk factors such as genetics, or factors affecting the fetus’ development in the womb, environmental, and nutritional factors. It is important that these are simply risk factors and are not causes of learning disabilities.