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Text[0]=["Learning strengths and weaknesses","refers to the dominance of one learning sense over the others. A student may be strongly visual, auditory or kinesthetic in their approach to learning, Students must be assessed at the start for which sense they depend on to learn."]
Text[1]=["Learning differences of the right brain","refers to the many different ways the left and right brains have of understanding and learning about the world. These differences involve talents, creativity, aptitudes, learning behaviors, use of letters and numbers, problems with the abstract and sequencing."]
Text[2]=["Blogs","express our personal views and comments on subjects related to dyslexia, other points of view and our disagreements, our opinions and positions on many of the present day attitudes towards the dyslexic"]
Text[3]=["Abstract words","are words that cannot be turned into concrete images by the right brain and have little meaning unless they are associated with concrete images."]
Text[4]=["Accommodating dyslexia","requires many changes in teaching methods, learning skills and application that allow for the learning differences and periods of brain immaturity of the right brain."]
Text[5]=["Cause and effect","for the student is knowing the Who or What? Where? When? Why? and Outcome or Solution to in intellectual concept in a story or a situation. It defines the intellectual process of thinking and analyzing the occurrence of abstract events, ideas and thoughts."]
Text[6]=["Decoding words","involves seeing the shape, size and direction of the letters, knowing its sound and how to pronounce it, recognizing the “drawn” image of the word, being able to distinguish the sequence of the letters in a word, knowing its meaning and what part of speech it is by its role in a sentence. "]
Text[7]=["Deductive thinking","Deductive thinking or reasoning begins with an open-ended question that leads logically, step-by-step to a conclusion or fact. It depends on working through the parts until a conclusion covering all the parts and explaining the process or truth of the parts is reached."]
Text[8]=["Dominant learning sense","is strongest of the three main learning senses that the right brain works through to learn. It is either auditory, visual or kinesthetic."]
Text[9]=["“Drawn” word images","are the printed form of words as the right-brained student sees and copies them."]
Text[10]=["Dyslexic social behaviors","are generally behaviors that accompany the problems of being right-brained and not being able to learn according to left-brained methods. These situations in a classroom create a loss of self-esteem, frustration, stress and fear in a student who is unable to cope with learning through reading, writing and arithmetic. The social behaviors are often the result of teacher criticism and wrong teaching methods, a lack of the proper verbal and mathematical skills and a tendency of their peers to ridicule them."]
Text[11]=["Dysgraphia","is a lack of hand-eye coordination that may be causing poor handwriting. It refers to messages getting scrambled on route between the brain and the hand, making it difficult for the student to visualize what he wants to print and what he is printing. This learning problem results in weak reading skills and little comprehenison of what is read."]
Text[12]=["Forced reversals","is a method for teaching the right brain to see letters and words in their proper printed sequence in which the letters and words face the correct direction from left to right."]
Text[13]=["Inductive thinking","The right-brained learner starts from a conclusion or statement of fact, then collects ideas and information that substantiate the conclusion and uses explanations and examples to uphold the conclusion and analyze the parts."]
Text[14]=["Kinesthetic sense","is used for learning through a hands-on approach, manipulalting objects or learning to use the hands to assemble parts into whole objects."]
Text[15]=["Multi-dimensional thinking","is a trait of the right brain which leads it to understand and collect information on a topic in every direction on many levels of understanding and interpretation. The right brain is generally not satifsfied until all possibilities in range are gathered and added to the “whole picture”."]
Text[16]=["Multi-sensory learning","occurs when a right-brained student is able to use all the senses working together in learning about a subject."]
Text[17]=["Phonetics","is the study of the sounds of spoken words and spelling as they sound using letters that represent those sounds. Phonetic spelling is not traditional spelling and can be very misleading for the right-brained student."]
Text[18]=["Phonics","is a method used to teach students to pronounce and read words by learning the phonetic sounds of letters, letter groups and syllables. It is based on learning phonemes."]
Text[19]=["Phonemes","are the smallest units of speech that distinguish one spoken sound from another and are written as single letters or groups of letters that make one sound: ough, st, ow, etc."]
Text[20]=["Procedural systems","are the teaching methods involved in how to write a sentence, a paragraph or an essay or learn to use mathematical formulas."]
Text[21]=["Sequencing letters, words, numbers","is a major problem for the right-brained student as it is a learning problem derived from thinking in whole, complete images, not in the parts. Sequencing is putting the parts in order. It the student cannot distinguish the parts within the whole image, then he or she cannot spell in sequence, use words in sequence, learn and use numbers in sequence nor can they follow directions. "]
Text[22]=["Tracking lines of print","refers to reading a line of print from left to right. Because these students see in wholes, they can read from all directions, so they must be forced to read from left to right by using a guiding device such as a ruler or some form such as underlining or high-lighting to keep their eyes focused and moving forward."]
Text[23]=["Transversal Symptoms","refers to words written backwards, letters formed incorrectly, wrong letters used to spell words, a confusion of similarly shaped letters, distortion of letters when copying them."]
Text[24]=["Whole concrete images","are taken in by the right brain and stored only if they are understood and in the form of a whole concrete visual image. This means that learning with the right brain is reality-based as it thinks in pictures and cannot understand abstract words, letters, numbers, ideas and thoughts unless they are represented by concrete images or objects. As a result, all learning of verbal skills and mathematical concepts start with whole images. No verbal or math concepts can be understood without some form of visual image or concrete representation of the ideas. Learning to spell words through their phonetic sounds does not enable the right brain to store any concrete image. The second important skill reading cannot be successful until a large enough reading vocabulary has been memorized in their concrete image or as sight words."]
Text[25]=["How The Right Brain Learns","This manual describes our methods for teaching the dyslexic: the skills of printing, spelling, reading, composition, arithmetic and mathematics. It also provides guidance for working with ADD/ADHD students. In addition this manual instructs teachers and tutors in approaches for teaching abstract concepts to dyslexic students such as sentence structure, math and time."]
Text[26]=["How The Right Brain Thinks","This manual explains our current understanding of dyslexia and the Turner-Hope method for teaching dyslexic students. It describes important aspects of how the right brain processes information differently from the left brain which can cause dyslexic learning problems. It also describes how the parent and teacher can work together to teach a dyslexic student successfully and accommodate his or her learning needs."]
Text[27]=["Dyslexia or Being Right-Brained","This book is an introduction to our expanding understanding of dyslexia, its causes, learning problems and teaching solutions. The information has arisen out of the many student assessments and tutoring experiences we have encountered."]
Text[28]=["Dyslexia: Spelling","This book explains how to teach dyslexic students to spell. It includes many basic language skills related to spelling and the use of words. It provides exercises and teaching suggestions for parents and teachers."]
Text[29]=["Teaching the Dyslexic in the Classroom and at Home","This manual prepares the teacher or parent for dealing with the many issues related to dyslexia and the student in a classroom situation. It covers the problems and solutions that will help to make a dyslexic student more successful in school."]
Text[30]=["Assessments and Evaluations","This manual teaches procedures for assessing and evaluating the learning difficulties of dyslexic students. It also highlights the many particular skills and problems specific to dyslexia."]
Text[31]=["The Study of English Language"," This is the dyslexic's guide to the sentence, the paragraph, the essay and the research essay from Grades Four through Twelve and into university. For the classroom teacher, this book provides a simple, but in depth resource of language and composition skills, definitions and exercises, all logically organized to help students develop efficiency, purpose and clarity in their writing. "]
Text[32]=["The Study of English Literature"," This book provides clear, concise procedures for dyslexic students and an understanding of the elements and the skills of literary analysis. The skills dealt with include: theme, characters, plot, setting and other important concepts. It is designed to help them throughout their educational years from Grades Six to Twelve and on into university."]
Text[33]=["Title Notes","This teaching manual is designed for teachers and parents to help the students improve their use of the texts: 'The Study of English Literature' and 'The Study of English Language'."]
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