Description

Are you or someone you love suffering from Dyslexia and associated symptoms? At Universal Sound Therapy we deal with all sorts of issues including dyslexia with our sound therapies. 

How?

Our therapy is based on frequencies, tuning your body to vibrate at the correct frequency is as important to your body healing itself or reducing symptoms you are facing.  Our healing sessions provide your body with the frequencies that would be found in a normal, healthy body. Your system absorbs these frequencies and makes the needed changes to “tune itself” and start to heal. Our bodies want to be healthy and when we provide them with the proper tools they will do everything needed to do just that.

Universal Sound Therapy is in the business to help your body heal and we are so confident that it will work for you that we offer you a 90-day money back guarantee. And if our Dyslexia sound therapy CD doesn’t help, just return it for a full refund. Try to get that from your doctor or pharmacy.

Our Addiction sound therapy CD’s help by:

• Decrease or minimize the occurrence of the Inability to sound out the pronunciation of an unfamiliar word
• Has the correct frequencies to help your body retune itself
• Aligns and opens your Chakra system
• Opens and cleans up your meridians
• Helps your body heal itself

Short Description of Dyslexia  

Dyslexia is a kind of learning disorder that involves difficulty reading because of issues identifying speech sounds and learning how they relate to letters and words also known as decoding. This is also called reading disability and affects parts of the brain that process language.

Symptoms of Dyslexia 

Before school

Signs that a young child may be at risk of dyslexia include:

• Late talking
• Learning new words slowly
• Problems forming words correctly, such as reversing sounds in words or confusing words that sound alike
• Problems remembering or naming letters, numbers and colors
• Difficulty learning nursery rhymes or playing rhyming games

School age

Once your child is in school, dyslexia signs and symptoms may become more apparent, including:

• Reading well below the expected level for age
• Problems processing and understanding what he or she hears
• Difficulty finding the right word or forming answers to questions
• Problems remembering the sequence of things
• Difficulty seeing (and occasionally hearing) similarities and differences in letters and words
• Inability to sound out the pronunciation of an unfamiliar word
• Difficulty spelling
• Spending an unusually long time completing tasks that involve reading or writing
• Avoiding activities that involve reading

Teens and adults

Dyslexia signs in teens and adults are similar to those in children. Some common dyslexia signs and symptoms in teens and adults include:

• Difficulty reading, including reading aloud
• Slow and labor-intensive reading and writing
• Problems spelling
• Avoiding activities that involve reading
• Mispronouncing names or words, or problems retrieving words
• Trouble understanding jokes or expressions that have a meaning not easily understood from the specific words (idioms), such as “piece of cake” meaning “easy”
• Spending an unusually long time completing tasks that involve reading or writing
• Difficulty summarizing a story
• Trouble learning a foreign language
• Difficulty memorizing
• Difficulty doing math problems

About Dyslexia 

Dyslexia has been around for quite a while and has been defined in a number of different ways. For instance, the World Federation of Neurologists in 1968 defined the condition as a “disorder in children who, despite conventional classroom experience, fail to attain the language skills of reading, writing, and spelling commensurate with their intellectual abilities.”  The International Dyslexia Association defines the disease as: “Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.”

The condition is the most common learning disability in kids and persists all throughout their life. The severity of the processing disorder can vary from mild to severe. The sooner it is diagnosed and treated, the better the long term outcome. However, it is not too late for people with dyslexia to learn to improve their language capabilities.  In the early days of schooling it can go undetected and kids can become frustrated with their inability to read. It is important to understand that there are other issues that can disguise dyslexia in a child such as: 

• Having signs of depression and low self-esteem in a child
• Presence of behavioral problems of the child at home and at school
• Unmotivated child and develops a dislike for school and the success may be jeopardized if the problem is left untreated

Etiology of Dyslexia 

Kids with dyslexia have difficulty in learning to read even with traditional instruction, at least average intelligence, and adequate motivation and chances to learn.  It is believed to be caused by impairment of the processing ability of the brain of phonemes (the smallest units of speech that make words different from one another). The disability does not result in vision or hearing issues and is not due to mental retardation, brain damage or a lack of intelligence.  The causes can vary with the type. For instance, primary dyslexia, most research concentrates on hereditary factors. Researchers have discovered specific genes that potentially contribute to the signs and symptoms of the processing disorder. The research is very important as it can allow identification of children at risk for developing the learning and processing disorder and let earlier educational interventions to commence for better outcomes. 

Types

There are six different types of dyslexia.

1. Primary – Often is the most common kind and is a dysfunction rather than damage to, the left side of the brain and does not change with age. There is variability in terms of severity of the disability in patients and most who receive timely and appropriate educational intervention will become academically successful throughout their lives. On the other hand, there are others who continue to struggle significantly with reading, writing, and spelling all throughout their adult lives.  Primary dyslexia is passed through family lines through genes or through new genetic mutations and is often found more in boys than in girls. 
2. Secondary or Developmental – This kind is caused by issues with the brain development during the early stages of fetal development.  Developmental dyslexia wanes as the child matures and is also more common in boys. 
3. Trauma – This kind usually occurs when there is brain trauma or injury in the area of the brain that controls reading and writing. It is rarely seen in today’s school age children. 
4. Visual – This is sometimes used to describe a visual processing disorder in children where the brain does not correctly interpret visual signals. 
5. Auditory — This is known as an auditory processing disorder similar to visual processing disorder, there are issues with the brain’s ability to process sounds and speech. 
6. Dysgraphia – – The condition refers to the children having difficulty holding and controlling a pencil so that the correct markings can be done on the paper. 

When it comes to dyslexia it is vital that you consult with your pediatrician if you are concerned about the learning development of your children. Moreover, meeting with your child’s teachers is an important step to getting more answers.  On an ideal note, each school should have a team that meets on a regular basis to discuss problems specific that a child may be having.  The team should be comprised of the principal, classroom teacher, and one or more of the following: school psychologist, nurse, speech therapist, reading specialist and other pertinent professionals.