What Are the Symptoms of Dyslexia?

Dyslexia is a condition that parents or teachers often miss to recognize, blaming it on laziness, stupidity or even retardation. However, dyslexia means none of that. A person suffering from dyslexia lacks either automaticity of language, or auditory perceptual skills. In English, he fill find it very difficult to read and write, although he is able to learn very fast. There are several different symptoms, revealing themselves at different ages.

Some of the symptoms that could indicate dyslexia in a preschooler are if he starts to speak late (after age 2), muddles-up words like aminal instead of animal, can not recognize words that rhyme, does not like being read to, or can not tell the difference between letters and other symbols. School-age kids with dyslexia will also invert letters, writing was for saw for instance. This inversion is called transposing letters. Also, they often write letters and numbers in reverse, especially bd, pq or 3-5, and their handwriting is almost illegible, with poorly formed letters. When reading, they tend to either add or leave out words, which often end up changing the meaning of the text. For this reason, they will find it difficult to retell a story.

The sad thing is that dyslexia can run in the family, but it can also appear suddenly, with no warning signs. If your child sees fine, or even with an intelligence above average, but faces great difficulties in reading and writing, dyslexia may be very far. In fact, this is pretty much what dyslexia looks like. If you are not sure whether your child is dyslexic or just has a rocky start, seek a diagnosis as soon as possible. Extra attention and exhausting reading and writing sessions will not solve the problem.

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Natural Cure For Stuttering

It is interesting to know that those who stutter can usually sing whisper, talk to themselves or their pets, speak in chorus, or impersonate others with little or no stutter.

Nowadays, there are speech-therapy programs that can help improve fluency. Some techniques invelve relaxing the jaw, lips, and tongue and also to do “gentle onsets,” which involves taking smaller breaths from the diaphragm. Patients may also be taught to do “gentle onsets,” which involves taking smaller breaths from the diaphragm and releasing a little air as a lead-in to speaking. Additionally, they may encouraged to prolong vowels and certain constants. The rate of speech is gradually increased as fluency improvements.

Acquiring such skills may take just a few hours. But using those approaches successfully in high-stressed situations may involve thousands of hours of practice.

How early should training begging? It is wise just to wait and see if a child outgrows stuttering on his own? Figure suggest that less than 20% of children who stutter for five years recover spontaneously. “By age six,” says the book No Miracle Cures, “a child is unquestionably able to recover without speech therapy. % of the children who continues to stutter into adulthood, an estimated 60 to 80% responded to speech therapy.

Neverheless, you can help those who stutter in the following ways:

1. Provide a relaxed, unhurried environment. Nowadays fast-pace, high-pressure lifestyle often exacerbates the problem.
2. Instead of telling the stutterer to slowdown, set it example by speaking more slowly yourself. Listen patiently. Do not interrupt. Do not finish sentences for him, pause before replacing.
3. Avoid criticism and correction. By appropriate eye contact, facial expressions, body languages, and comments, show how he says it.
4. Stuttering should not be a taboo subject. A friendly smile and an occasional kind of acknowledgment of the problems can put the one who stutter more at ease.
5. Lastly, convey your acceptance of him as he is.

In conclusion, may people who struggle with the problem have not let it rob them of a meaningful life. Others have developed nonverbal skills, such as playing an instrument, painting, or learning sign language. Those of us who speak without stuttering should appreciate the great effort made by those who stutter. So let us give them all the encouragement and support that we can.

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Several Tricks on How to Stop Stuttering

Many people have suffered the consequences of stuttering, say a lost job opportunity, public humiliation, incomprehensible mass statements, failed hosting events, and a screwed corporate meeting. Stuttering is not a disease, but rather a disorder caused by normalized speech behavior. Here, it can be alleviated and stopped by simply altering one's speaking practices. It is also thought about by sudden extreme nervousness, so another trick is to keep one's cool. There are actually many ways on how to stop stuttering, and there is good news, you can stop it without having to seek professional help. All you have to do is remember some simple tips and practice them each time you get to speak.

One, relax! Frame your mind that you would be able to do fine, that nothing bad is going to happen, and you are simply great. Relax your mind, and words are sure to come out of your mouth the easy way. Mind over matter, that is.

Two, have a trick. There are chances you would slip and be nervous at some point, and that is okay. It happens to everyone, really, and all you need to do is get back your calm. There are several tricks on how to stop stuttering, and if you find one that works well with you stick with it. Some people recite a calming speech, like a pep talk, while others count mentally. The most popular trick perhaps is breathing in and out the grand way. Take full gasps of air and release them slowly.

Three, refrain from eye contact. Many people tend to get rattled when they see the expression of the person they are talking to. Eye contact is essential, yes, but that is not as essential when you are talking to a crowd as when you are talking to only one person in particular. The hint? Fake it. Instead of looking at people's eyes or faces, look over their heads at the back drop. It will look as though you are looking at someone in particular at the back, when you are actually looking at the back of the room or auditorium.

Last, smile! Smiling is always recommended in books on how to stop stuttering. Take note that a smile boosts up one's confidence, and if you feel good about yourself, it is much easier to stay calm and have a positive mindset.

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Speech Therapy – An Effective Way to Correct Disorder of Speech

Speech therapy is a therapy that is intended to correct a disorder of speech or you may simply say the treatment to help someone who is suffering from the problem of communicating verbally. The main focus is on expressive language, or the ability to express yourself in words, and on receptive language, ie the ability to understand words which are spoken to you.

Many health services may provide a speech and language therapy treatment for the correction of a speech injury which is transmitted from birth, or from disease, injury, or prior medical treatment, having communication difficulties. There are different types of communication which includes speech (or you may say articulation, intensity, voice, fluency, etc.), language (syntax, semantics, phonology, pragmatics, etc.), both receptive and expressive language (including reading and writing ), and non-verbal communication such as facial expressions, body postures and different types of gestures.

A person having speech defect such as lisping and stuttering may take therapeutic treatment. This therapy is being used to improve communication skills which may include teaching sign language or using a communication device. The main aim of speech therapy is to help those people who are having a speech or language disorder or problem to restore basic communication skills, including listening and writing skills, and their ability to think, swallow, and problem solution.

There are many types of disorders for which Speech Therapy is being used such as Receptive disorder refer to difficulties in understanding or processing language, Expressive disorder refers to difficulties in putting words together, limited vocabulary, etc. It also deals with the mechanisms of producing words, such as articulation, pitch, fluency and volume. In earlier ages, people who are suffering from traumatic accident needs speech therapy to improve their language.

Also it will work to find fun activities to improve the child's language such as to strengthen the tongue and lips, such as blowing on whistles (or you may say a kind of music therapy). This therapy helps people to maximize their communication potential and also it increases the standard of living by having well communication skills.

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The Basic Requirements of Speech Therapy For Children

A vigilant parent would do well to monitor a child who experiences persistent stuttering in order to assess the child's situation. An option that responsible parents should strictly consider is speech therapy for children if the child is above five years of age and still experiences persistent stuttering.

Even though it is not considered a core discipline in any medical practice, speech therapy for children is actually an especially beneficial area of ​​treatment for improving the speech patterns of a stuttering child.

The aim of speech therapy is to treat and cure a stutter. The discipline falls under the broad umbrella of speech pathology. However, speech therapy is not merely aimed at teaching a child to speak properly, but to set right a number of speech defects and correct a child's pattern of speech. Prior to therapy, a therapist first must identify if a child's speech defect is due to external causes such as accidents, or whether it is a natural defect.

Whatever the cause, a speech and language therapist first and foremost determine the defect's severity. Practically speaking, the severity of the defect directly affects the gravity of treatment rendered, ie there is a direct correlation. Treatment is usually moderate for something relatively simple like a stutter, and is more intensive for more severe speech problems.

Although the discipline requires time to master, there are specialists other than pathologists or therapists for speech and language (SLP) who are trained in speech therapy. Even a layperson can administrate the relevant therapy as long as there is adequate guidance from an SLP. Therapy can be effected efficiently and smoothly as long as the person abides by the lessons and exercises that are drafted by an SLP for the child in question.

Based on this reasoning, a child's parents are in a good position to administrator speech therapy for children with an SLP's guidance. However, parents have to be educated on the more commonly identified speech defects before they can determine the appropriate therapy.

There are three main speech defects in children, sometimes articulation defects, voice / resonance disorders and fluency disorders. Defects of the secondary physical features for speech (such as that of the lips, cheeks, jaw, teeth, tongue) characterize the first, while defects of the vocal cords and similar parts of the anatomy, ie primary physical speech features characterize the second. Stuttering is an example of a fluency disorder, which is not due to physical defects of primary or secondary speech features.

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Find Out How to Stop Stuttering in Children

Some say that stuttering from age 2-5 is normal. Even more so this type of stuttering may only be referred to as developmental stuttering, where kids are still flexing out their speech patterns and abilities. In fact this type of stuttering are said to be outgrown by the kid after 6 months or even less. But what about for situations of stuttering in children that lasts more than six, months or even years? Once persistent stuttering is detected, it is best to act fast. The best thing to do in this situation is to hire a speech and language pathologist or speech therapist who is equipped and knowledgeable on how to stop stuttering in children.

When it comes to dealing with the kids, the most important thing to do is to relate with the kid in a way that is not intrusive. Professional speech therapists know how to stop stuttering in children, and at the same time they know how to make children feel at ease. Effective therapists will not follow around a toddler and rattle off words to teach him in a business-like manner. Instead, he will make the kid feel at ease by playing with him and warm up before starting with the therapy. Therapy can be said to have the characteristics of play to attract the children to open up and become responsive to the lessons.

For example speech therapists nowdays will try to talk to the children while emphasizing some words, which in turn makes the children imitate. Also the most common way of teaching and at the same time playing with the children during speech therapy are playing different types of games. One game is called the Picture Flash Game: In the game, the therapist will flash a card with a picture on it. For example, a picture of a car – the picture has no label but, the flashcard indicates the syllable that the kid has difficulty in pronouncing, and for this example it could be the syllable “Ca. This way, the kid gets to practice his mind without being dictated and at the same time will not be struggling with the answers because there is a clue.

These is an example of motivational, educational yet fun way of how to stop stuttering in children. By practicing daily therapy and monitoring, the problem areas will improve and at the same time therapy will not be a boring activity that kids avoid.

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Understanding the Problem of Stuttering

There are many times in which a person will interact with another individual who has some speech impediments. There can be a variety of different reasons why a person would have a speech impediment, and it can come from things like stress, surgery wounds and sometimes even from birth. The impediments that a person experiences can range from a lisp to stuttering to stammering and even hairlips. Some of these issues are easily solved and others are just caused by psychological problems that the individual may be experiencing. Of course to understand this kind of problem a person needs to be open minded and really patient.

So what exactly is stuttering?

One of the most common speech impediments that haunts people in today's modern times is the problem of stuttering. This can affect both young and old people of all sorts. Stuttering is a problem referred to as an impediment to speech. This problem includes other things like regular repetition of the same word, prolonged syllabication of a word, repetition of a single syllable and there are times where it even includes the person affected not being able to produce the sound for a particular syllable, word or sentence .

There are many different factors that need to be taken into consideration when it comes to the worsening or alleviation of a persons stuttering issues. Most of the time the environment that surrounds a person including things like drugs, a persons situation and living environment affect the stuttering quite a bit. A lot of the times these factors cause the problem of stuttering to worsen for long periods of time.

Other factors that can make the problem of stuttering worse for an individual are things like stress, fatigue, over excitement and nervousness. Other situations which are not all too common but may effect the stuttering of an individual include the person being put on the spot, situations where you speak publicly in front of an audience etc. Or it may even worsen by things like being put on the spot to answer a question about something that you have very little knowledge of. It can be seen that stuttering is a defense mechanism the body uses to protect itself from embarrassing situations or a situation it knows could cause rejection. Of course when people are in a relaxed state the problem of stuttering can be very minimal and even non existent.

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Speech and Language Evaluations – What to Expect

What can you expect if you take your child for speech and language testing? Speech and language evaluations will vary depending on the speech-language pathologist and the child's age and abilities. Typically, this is what will happen:

1. Hearing screening-Because hearing is so critical to speech and language abilities, a hearing screening will probably occur first. This is not likely to be a thorough hearing test (which is generally performed by an audiologist), but a quick check that the child can hear a 20 or 25dB tone at about 4 different frequencies. If the child fails the test, a more complete hearing test may be warranted.

2. Oral-peripheral exam- The speech-language pathologist (SLP) will look inside the child's mouth for any physical differences that may contribute to speech difficulties, such as a tongue-tie, abnormally high palate, signs of a partial or sub- mucous cleft palate and an abnormal bite. Additionally, he or she may do some tests of tongue coordination or strength.

3. An articulation test-The child will name pictures that assess all speech sounds in all word positions. The SLP will also listen to the child in conversational speech to listen for additional errors and overall intelligibility.

4. Language tests-These can be quite lengthy and will assess vocabulary, syntax (sentence structure and grammar), comprehension, and appropriate use of language. Both receptive language (understanding) and expressive language (production) will be assessed.

5. Conversation samples will be taken and evaluated for articulation language abilities and possibly for voice disorders or stuttering, if these are a concern.

It can take quite a bit of time to score the tests and evaluate the language samples, so you will probably wait until another day to find out the results. If the only concern is articulation, voice, or stuttering, however, the SLP may be ready to discuss results and make recommendations right away.

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Sign Language – Accelerating Your Baby’s Language Skills

Not too long ago, the use of sign language was reserved for the deaf and hearing-impaired and the people who needed to communicate with them. Today, signing is much more prevalent. A few weeks ago, at our church's vacation Bible school, nearly all the songs the kids learned were accompanied by some signing. Not only is it fun for the kids, but the motors help them learn the songs more quickly. And I can not help but think that if, in the future, some of these kids are in a position to communicate with a hearing-impaired person that uses sign language, they will have a head start.

Another use of sign language that is becoming more prevalent is the practice of teaching signs to babies, beginning when they are just a few months old, well before they are beginning to communicate through spoken language. And why would parents of normally developing children do this? Well, here are some reasons:

1. Simple signs are easier to produce than spoken words.

2. When babies and toddlers have the ability to communicate, their frustration levels go down.

3. Teaching sign language while speaking to your child does not slow down the acquisition of spoken language. In fact, it may actually accelerate language acquisition.

Teaching sign language to babies is turning into a big business. Several companies produce DVDs and books to teach Baby Sign, which tend to be a simplified version of the ASL (American Sign Language) signs. I taught my children some signs when they were babies. We just used a handful of words … eat, thank-you, milk, please, etc. They did pick them up quickly and use them appropriately before they were a year old. I did not stick with it, though. They were all early talkers who spoke in complete sentences between 18 and 24 months, so they did not need the additional communication tool. I do wish I had followed up with it more, though, so that they would have had some competency in sign language as older children. They learn so fast when they are little!

Signing can be a very useful tool for children who are language delayed or who have physical disabilities that affect their speech. Giving a child another means to communicate can greatly reduce the frustration and accompanying tantrums that result from the inability to speak. Simultaneously teaching signaling and stimulating spoken language can actually positively affect the speech of spoken language as well.

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Articulation Errors – Devising a Therapy Plan

A child with an articulation disorder may have six or eight or even more different sound errors. When a speech pathologist is making a treatment plan, where does he or she begin?

First, an articulation test is given to the child. This test will assess every sound in every word position. Then the speech pathologist will determine whether the sound is stimulable – whether the child can imitate the sound. Then the sound errors will be compared to normative data to determine whether each sound should even be mastered by the child's age. For example, if a 3 year old can not pronounce / r /, that is not a concern, because 3 year olds are not expected to produce this difficult sound.

Traditionally, treatment begins with 1-4 sounds that are stimulable and early developing. When the initial sounds are mastered, treatment moves on to sounds that are later developing and / or not stimulable. There are many variables, however. For example, if a child produced a sound correctly 50% of the time, I would assume that it might be mastered unexpectedly without assistance, so I would choose a sound with which the child had more difficulty. I may choose a sound that was in the child's name or another sound important in the child's life, even though it might not fit the usual criteria.

Current research in speech pathology is leading in another direction. Some speech pathologist are advocating teaching sounds that are the most difficult, that are not stimulable, and that are not similar to each other. Although this can be more frustrating for the child and initial progress may seem slow, evidence is showing that this method results in learning transfer to sounds that are never worked with in therapy, shortening the overall time needed in therapy.

Overall, I really think that the most important point is for a child who needs speech therapy to get it. Any child who is learning and practicing new sounds will make progress, while a child who speech disorder is neglected may not improve on his own.

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Speech Sounds Come in Pairs! – Analyzing Speech Patterns

When a speech pathologist (SLP) evaluates a child's articulation, not only does he or she listen to and evaluate every speech sound, but the SLP will analyze the errors for patterns of mispronunciation. This will often help him or her devise the best and most efficient therapy plan.

Some speech sounds are very similar. Two different sounds may be produced with the exact same tongue movement. They may be explosive, short sounds, like t, k, and p. Or they may be stretched out “sibilant” sounds like s or f.

Sounds that differ from each other by only one feature are referred to by speech pathologists as “minimal pairs.” The most common minimal pairs used in speech therapy are the voiced / unvoiced sound pairs. Speech sounds can be produced with the voice on (all vowels, / r /, / l /, / z /, etc.) or with the voice off (/ s /, / t /, / k /, etc.). There are many English sounds that are actually almost identical to another sound in their production. The only difference is whether the voice is “turned on” or “turned off.”

Say, “sssssss.” You did not use your voice, did you? Now say, “ssssss” and turn on your voice. The / s / just turned into a / z /! The placement of the tongue and the manner of articulation is identical for the two sounds. Only the voicing is different. This is something that never occurred to me until I was taking courses in speech pathology, so I thought it might be new information for my reader, too!

These are the minimal pairs that differ only in voicing.

p, b

t, d

k, g

s, z,

ch, j

th (thin), th (that)

f, v

When a child is in speech therapy, the voiced / unvoiced pairs will usually be taught at the same time. It is very common, for example, for a child to work on the / s / and / z / sounds together. Practicing one of these sounds will reinforce the other. At other times, the speech pathologist will choose to focus on sounds that have a different common feature, such as voiced sounds or tongue-tip sounds. Alternately, the SLP may choose several sounds that have no common features-this procedure has been shown to encourage the acquisition of many sounds that are not even addressed!

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Work Towards Speaking With Greater Fluency

Before You Begin To Speak …

Take your time. Do not use spontaneous speech. Give yourself time to prepare, do not start to speak just because you perceive your listener is waiting impatiently.

In general, PWS (people who stutter) are about the act of speaking. This leads to a reasonable amount of body tension, especially in the muscles that control the mechanics of breathing and speaking: the diaphragm, the intercostal muscles (between the ribs), the muscles around the vocal chords, and the muscles that operate the articulators ( jaw, tongue & lips). By not speaking spontaneously, by not hurrying into speech, we give ourselves time to relax all these muscles. Consciously exhale fully before you begin.

Give yourself permission not to rush into speaking. Now is the time to take control of your speaking situations. Speak in a calm and collected manner. Be assertive, and put some intonation into your voice.

A pause before speaking gives a person who stutters time to run through good technique, and also time to think about what we are going to say. Be clear and concise with no ums or ahs. Say what you want to say without substituting perceived difficult words with perceived easier words. Stick with the correct words for the situation.

During this pre-speaking process, establish eye contact with the person / people you are about to speak to. This is a good concentration point. It will help empower you and keep you on track for a well-controlled delivery.

Speaking is the act of verbally conveying our thoughts and feelings. Be considerate to your listeners and expect it in return. Respectful behavior should be described by both the speaker and listener.

If you have done all the fluency technique practice that has been recommended, you should be feeling pretty confident with your speech. Having a positive attitude is just one more thing to focus on before you actually speak. Remember, good preparation and much practice is the key to a successful outlet.

Join me on the road to fluency.

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The Many Sides to Stuttering

Stuttering, or stammering as it is known in the UK, is characterized by a person finding it difficult to speak. A person may experience blocks in speech, a tense face, while repeating words. These are also known as the out features of stuttering.

However, stuttering is much more than just struggling to speak.

It is also about how it makes a person feel from inside – the hidden aspects of stuttering.

A great model developed by famous Speech and Language Pathologist, Joseph Sheehan, is called the Iceberg Theory of Stuttering .

The idea behind this analogy is that the tip of an iceberg is the outward manifestations of stuttering; previously the speech blocks, and the physical difficulties to speak. Below, or 'under the water', are the hidden features. These are the emotions that a person feels, such as fear, anxiety and shame.

The interesting thing about the Iceberg model is that it can be used to understand how stuttering can be different from person to person. Some people have a larger iceberg tip, while others may have a defect 'underneath the water'.

For example, some people may stutter more outwardly, with lots of word repetitions, and hence have a larger iceberg tip. But they may not have many emotional issues and therefore have a smaller surface under the water.

Others are vice versa, with a smaller iceberg tip, and a larger 'underneath the water'.

A person who stutters (or stammers), and professionals who help them can use the Iceberg model to work on specific aspects of their stuttering, which will help them most with their own situation.

For instance, a person with a big ice tip may have little fluency. Therefore, using fluency creating techniques, or stuttering more easily approaches can be helpful in this case.

For other people, who may have a larger 'under the water', cognitive therapies, including Cognitive Behavioral Therapy (CBT) and Neuro-Linguistic Programming (NLP) can be helpful in understanding how thoughts about stuttering can create anxiety and helplessness for a person , and learn ways to create more empowering and positive emotions.

The Iceberg model can therefore be used as a broad measure of how much a person is progressing in their individual journey of coping with stuttering.

If a person begins to learn to deal with unhelpful emotions, then this will decrease the size of the iceberg which is below the water. They can then focus on the tip of the iceberg and create more fluency if they need to.

A person who needs to work on creating fluency first (working on the tip of their iceberg) may make progress. However, they still may experience worry and anxiety, in which case they can work on the area 'underneath the water', in their iceberg.

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Top 3 Mental Stop Stuttering Tips You Can Start Using Today!

Are you interested to learn the 3 most effective mental stop stuttering tips which you can start using for your speech today?

Today I decided to write about something I have received TONS of emails about …

You are probably looking for IMMEDIATE, QUICK results by using various speaking techniques and tricks WITHOUT learning the core concepts which would make the BACKBONE of your stuttering dissolution process.

In fact, your most popular request is: “Teach me TECHNIQUES / TRICKS which I can use and IMMEDIATELY START SPEAKING FLUENTLY”.

If you are a member of Stuttering Dissolution and familiarize with the material I share with the community, you already know by now that speaking techniques, tips and tricks ONLY WORK if you have the RIGHT FOUNDATION, which I like to call “THE INNER GAME OF STUTTERING DISSOLUTION “, to support those physical and mental speaking techniques.

However, I could not resist to your persistent demands and decided to share with you the 3 MOST EFFECTIVE MENTAL TECHNIQUES which you can start using the next time you speak.

Now, I CAN NOT GUARANTEE that those will work like a magic and will cure your stutter right away. However, as a result of being in this community for almost 10 years and meeting and working with easily thousands of people who stutter, I know that these are some simple mental techniques which you can be highly BENEFITED from.

Try and let me know your experiences with them.

Ready?

Here they are …

* 1 – Imagine You Are Speaking From Your Chest / Belly / Head / etc. *

Pretend that you are NOT speaking from your mouth. That would take the focus AWAY from your mouth / lips / tongue area and will fool your brain and thought patterns.

Of course this can not make you fluent as soon as you try using it but try and see how it will help. Try pretending like you are speaking from your chest / belly / head / etc. and IMAGINE the sounds are coming from those areas.

My choice was my chest; however you might get better results by focusing on another part of your body. Try and see what works the best for you.

* 2. Imagine Words Are Flowing Like The Water Of A Smooth River Or Words Are Made Of Air. *

You can also use a visualization of WORDS FLOWING SMOOTHLY in the AIR. I used to think like the words are MADE OF AIR and they are FLYING SMOOTHLY all around my body.

In conjunction with the above technique, you can also imagine you are speaking from your chest and there is water coming from your chest easily where the words are TRAVELING IN THAT WATER FLOW.

It may sound a bit weird in the beginning, it DID to me, but brain is very POWERFUL and we should not underestimate the help we can get from our brain power.

Remember that any tool which can help us move a step forward to reaching our speaking goals is always more than welcome 🙂

* 3- Inner Self Role Playing *

Depending on the situation, PRETEND like you are extremely confident / relaxed / sure of yourself / positive / assertive / etc. It should feel and be like you are ROLE PLAYING.

Do not get me wrong though, you are NOT being anyone else, you are just being yourself with “PRETENDED” FEELINGS and MOOD.

I do not know if you have ever taken acting classes before, but if you did have realized how positive it reflects to your speech during the play.

This may differ from person to person but I personally benefited from this technique a lot.

Remember, your body is still there, YOU are the one who is speaking, but your INNER WORLD is totally different, it is the inner world of a role model who would handle that speaking situation world and positive mood.

If you do not have self confidence yet, PRETEND like you do and speak like you do. Role play that inner self of your role model.

I am not sure if this will make any sense to you but you need to model until you BECOME the role model;)

You kind of forced and convinced me to give you some of the “toys” before you absorb and internalize the foundation and fundamentals of the subject but hope these mental techniques help.

Let me know … so I've also share some PHYSICAL speaking tips and techniques with you as well.

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Dyslexia As an Acquired Disorder

Although the precise causes of dyslexia are not known as of yet, there are several theories that excuse that dyslexia can be an identifiable disorder, meaning that another person's negligence could be partially responsible for a child's seeming developmental learning disorders. Dyslexia, as it is known, is a learner disorder that affects a person's ability to read and write permanently. In general, the disorder has been known to affect all textual encounters, meaning that both words and numbers are affected by dyslexia.

Dyslexia commonly appears as a developmental disorder in children, often linked to genetics. While there is an inherited basis for some cases of dyslexia, there is also a significant amount of study that indicates that repeated abuse to the hearing systems of a child can generate dyslexia. Known as glue ear, children can suffer from a thick buildup in the ears that has been linked to dyslexia.

To treat dyslexia, the process is long and arduous. Sufferers can not be cured of dyslexia with the current treatment options. Instead, the disorder requires constant reinforcement of proper spelling and reading tactics, as well as some cognitive treatments to better organize textual information.

While this can be a problematic disorder personally, it also affects a person's future success socially. Children with dyslexia are commonly cited as poor performers in grammar and English classes, often passing over as unintelligent instead of learning disabled. Contrary to that perception, dyslexics can be extremely intelligent and creative individuals. As the disorder affects a very specific area of ​​cognitive functioning, dyslexia can be thought of like other instances of brain damage, which does not generally affect overall intelligence.

For more information about dyslexia as an identifiable disorder and what a parent can do if they suspect malpractice has lead to their child's dyslexia, contact a personal injury attorney.

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