Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problems at Any Level [Hardcover]

Sally Shaywitz (Author)

Book Description

Release date: April 15, 2003

From one of the world’s leading experts on reading and dyslexia, the most comprehensive, up-to-date, and practical book yet to help us understand, identify, and overcome the reading problems that plague American children today. For the one in every five children who has dyslexia and the millions of others who struggle to read at their own grade levels—and for their parents, teachers, and tutors—this book can make a difference.
Drawing on recent scientific breakthroughs—many of them in her own laboratory—Dr. Shaywitz demystifies the subject of reading difficulties and explains how a child can be helped to become a good reader. She discusses early diagnosis in young children as well as the diagnosing of older children, young adults, and adults. Dr. Shaywitz explains why some bright adults can read only very slowly, and what they can do about it. Her book makes clear how the latest research, including new brain imaging studies, is uncovering the mechanisms underlying dyslexia and has led to effective treatments for each age group.

Dr. Shaywitz instructs parents in what they can do year-by-year, grade-by-grade, step-by-step for a dyslexic child. She lays out a home program for enhanced reading; guides parents in choosing the best school for their child and in working with teachers; and suggests ways of raising and preserving the child’s self-esteem. She provides exercises, teaching aids, information on computer programs, and many other invaluable resources.
In addition, her book corrects such popular (and harmful) myths as the belief that dyslexia is primarily a male problem, that children with dyslexia see words backward, that dyslexia is linked to intelligence. She shows us how, although dyslexia cannot be outgrown, its effects can, with careful planning and hard work, be overcome.
Dr. Shaywitz lifts the barrier of ignorance surrounding dyslexia and replaces it with the comfort of knowledge. Here is a trusted source to which you can turn for information, advice, guidance, and explanation. In sum, here is cutting-edge research translated into an easy-to-follow plan of action offering help—and hope—to all who have reading problems, and their families.

Editorial Reviews

From Publishers Weekly

Yale neuroscientist Shaywitz demystifies the roots of dyslexia (a neurologically based reading difficulty affecting one in five children) and offers parents and educators hope that children with reading problems can be helped. Shaywitz delves deeply into how dyslexia occurs, explaining that magnetic resonance imaging has helped scientists trace the disability to a weakness in the language system at the phonological level. According to Shaywitz, science now has clear evidence that the brain of the dyslexic reader is activated in a different area than that of the nonimpaired reader. Interestingly, the dyslexic reader may be strong in reasoning, problem solving and critical thinking, but invariably lacks phonemic awareness-the ability to break words apart into distinct sounds-which is critical in order to crack the reading code. The good news, Shaywitz claims, is that with the use of effective training programs, the brain can be rewired and dyslexic children can learn to read. She walks parents through ways to help children develop phonemic awareness, become fluent readers, and exercise the area of the brain essential for reading success. Early diagnosis and effective treatment, the author claims, are of utmost importance, although even older readers can learn to read skillfully with proper intervention. Shaywitz's groundbreaking work builds an important bridge from the laboratory to the home and classroom. 34 line drawings and graphs
Copyright 2003 Reed Business Information, Inc.

From Library Journal

Dyslexia explained and treated by the codirector of the Yale Center for the Study of Learning.
Copyright 2002 Reed Business Information, Inc.

See all Editorial Reviews

Product Details

• Hardcover: 432 pages
• Publisher: Alfred A. Knopf; 1st edition (April 15, 2003)
• Language: English
• ISBN-10: 0375400125
• ISBN-13: 978-0375400124
• Product Dimensions: 6.6 x 1.5 x 9.5 inches
• Shipping Weight: 1.8 pounds (View shipping rates and policies)
• Average Customer Review: 4.5 out of 5 stars  See all reviews (138 customer reviews)
• Amazon Best Sellers Rank: #48,202 in Books (See Top 100 in Books)
  • #38 in Books > Education & Reference > Schools & Teaching > Special Education > Learning Disabled
  • #60 in Books > Parenting & Relationships > Special Needs > Disabilities

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Most Helpful Customer Reviews

234 of 241 people found the following review helpful

5.0 out of 5 stars Review from a Dyslexic April 28, 2003

By Steve

Format:Hardcover|Amazon Verified Purchase

As an adult and scientist with dyslexia, I always wanted to understand the physical mechanism behind the disability. I could never understand why I scored average to low in multiple-choice tests but scored high in reading comprehension. Why I excelled in physical science and math yet was constantly taking remedial writing and English? Dr. Shaywitz's book is excellent in answering these questions. The first step in treatment is understanding the mechanism. A miswiring of the phonologic module explains so much and suggests likely remedies. Her book is written in layman's terms and is easy to read and understand. I wish I could give a copy of this book to all my friends and family it explains so much. Dr. Shaywitz knows her audience and writes with compassion and personal touch. The best part was learning that dyslexia can now be seen to have a physical manifestation by fMRI. Dyslexia is no longer a mysterious disability but has actual biological roots. Most disturbing to read was that in her estimates, 1 in 5 children have some form of dyslexia. As a child that almost slipped through the cracks, I failed kindergarten because I didn't know my ABC's, this is distressing to learn. How many intelligent and potentially successful adults were allowed to fail due to dyslexia? It was only through the diligence of my mother that I ever learned to read. Thirty years ago little was understood about "word blindness" but my mother did the primary research and tried every goofy theory on teaching including writing letters on my back with her finger and asking me to name the letter. Now Dr. Shaywitz gives good advice as well as current research and resources so parents have it all in one book. If you had only one book on dyslexia this would be it. I can't recommend this book highly enough. I give it many more stars then I'm allowed.

193 of 206 people found the following review helpful

3.0 out of 5 stars Useful book, but not what the title promises January 30, 2005

By Abigail Marshall

Format:Hardcover

This would be a wonderful book - worth 5 stars - were it not for the title. This book is not about "Overcoming Dyslexia" so much as it is about "Coping with Dyslexia". There is no "New" Program for Reading Problems but rather a detailed description of a strong phonics and language-based curriculum that has been around for years -- and is geared to the needs of ordinary students, not dyslexics.

This book does give a good overview of the process of learning to read in ordinary children, as well an explanation of some of the differences in the way dyslexic children learn and read, and an excellent overview of good curriculum materials available and in use in many schools today. It also give a wonderful and very readable summary of Dr. Shaywitz's own research into reading and dyslexia -- but Shaywitz's theories are not universally accepted, and the book does not analyze or compare the research done by the dozens of other prominant researchers in the field of dyslexia.

As another review noted, the book also suffers from a sort of split personality -- in the first section it outlines the many aspects of the dyslexic learning style that are different from typical children, and then the section on reading instruction recommends many of the very same techniques that the first part said were inappropriate for dyslexics. For example, in one part the author points out the difficulty of rote learning for dyslexics; in the next part she recommends using flash cards for drill and memorization of common sight words.

Ever since the pioneering work of Samuel Orton, educators have known that dyslexics learn best by "multisensory" methods -- but this book does not include an explanation of the importance of such teaching, or even a list of the most commonly used tutoring methods for dyslexia. Worse - while parents are bombarded with information about one new approach after another --- this book barely mentions the availability of private tutoring or therapy, let alone give parents any means to evaluate the various competing approaches that might be recommended for their children.

Dr. Shaywitz is one of a number of researchers who have contributed immensely to the understanding of dyslexia -- but she is only one, and this book happens to present an extremely useful but somewhat one-sided view of her work. That is certainly an appropriate book for her to write; but it would have been better with an honest title that didn't promise more than it delivered.

The harm that this book can do is that it might mislead parents into being complacent when their children are struggling. At one point the author states that parents of children in California have nothing to worry about: their children will certainly learn to read because California has adopted her recommended curriculum. Needless to say, California test scores (among the lowest in the nation) do not bear out her contention. The reality is that dyslexic children, almost by definition, do NOT learn to read with ordinary instruction in regular classrooms -- no matter how good the curriculum. The dyslexic children are the ones on the tail end of the bell curve - the 20% who don't learn by the methods proven effective for the other 80%. They need specialized and individualized support and methods, geared to their unique learning style. While Dr. Shaywitz does a great job exploring that learning style, she fails to apply that knowledge to the art of teaching reading.

Dr. Shaywitz is a doctor and a scientist, not an educator - so her book is long on theory and conclusions, short on practical advice. For anyone who is understands enough about dyslexia to recognize the limits of this book, it is a valuable and essential read. If you want to understand about brain science and dyslexia, this book is a must-have -- AFTER you read the more comprehensive text "Brain Literacy for Educators and Psychologists" by Drs. Virginia Berninger & Todd Richards.

370 of 408 people found the following review helpful

4.0 out of 5 stars Lots of good stuff here, but watch out for... January 13, 2004

By Daniel F. Styer

Format:Hardcover

This book contains large amounts of interesting and important information about dyslexia, much of which is not readily available elsewhere. It will be of interest to dyslexics, the friends and family of dyslexics, teachers, education administrators, and indeed to anyone who wonders about how people learn and how people think.

One particularly attractive feature of the book is that it covers many areas of concern: not just the science of dyslexia, but also the techniques of testing for dyslexia and teaching to dyslexics, the social and personal implications of dyslexia, policy and administrative implications of dyslexia, effective advocacy for a dyslexic child, misconceptions about dyslexia, and so forth. A special treat is the epilogue, which provides the life stories of seven dyslexics who have been extraordinarily successful as authors, physicians, businesspersons, or politicians. I particularly note that many of these successful people regard dyslexia not as a burden to overcome, but as a gift that forces them to think where others rely on rote memorization.

I bought this book because my son is dyslexic. After reading it, I am also nearly convinced that I am dyslexic. (Before you read too much into genetics, let me tell you that my son is adopted.) Other apparent dyslexics I know are my father (a self-made multimillionaire who has difficulty spelling words of four or five letters) and my Ph.D. thesis advisor (a highly creative theoretical physicist, winner of the Wolf Prize and the Boltzmann Metal, who told me not to fret overly about my poor spelling, because "the ability to spell anticorrelates with intelligence").

The book does not deserve five stars, however, because it is seriously schizophrenic. Most of the book, particularly parts I, II, and IV, takes the position that there are many different kinds of students, who enter school with a variety of backgrounds and a variety of objectives, and that this variety demands a variety of teaching approaches. For example:

"Every child is different." (page 193)

"There is no one perfect school environment that will suit every child." (page 302)

"Good readers and dyslexic readers follow very different pathways to adult reading." (page 314)

They are poor schools that "pride themselves on uniformity." (page 297)

My observations, both as a parent and as a teacher, support the soundness of these conclusions. After all, every shirt manufacturer knows that it's *not* true that "one size fits all". If we need variety in such a simple thing as shirt sizing, isn't it clear that we also need variety in something as complex as thinking, teaching, and learning?

Yet part of Shaywitz's book (much of part III) flatly rejects this need for variety and replaces it with a doctrinaire insistence that there is only one way to learn reading, namely phonics:

"A young child *must* develop phonemic awareness if he is to become a reader." (page 51)

The child "must understand that spoken words come apart" into short sounds. (page 176)

"All children must master the same elements." (page 262)

Fluency training "invariably works." (page 273)

"It is only by reading aloud...that real gains are noted." (page 235)

"There is no other way." (page 263)

It is abundantly clear that such statements are dead false: deaf children do not -- cannot -- learn to read by associating letters with sounds, as phonics demands. Furthermore, I assure you that I do not read this way. I simply do not understand the complex rules about vowels on pages 200 and 201 -- rules that Shaywitz claims *must* be understood by second graders to enable them to read. (While reading these rules, I could only think that, in comparison, quantum mechanics is utterly trivial.) Perhaps this is related to the fact that I've never been able to play a musical instrument, or to sing, or even to hum. But surely I am a counterexample to this arrogant insistence that "there is no other way".

Shaywitz claims that her insistence on phonics as the only way to learn is supported by the report of National Reading Panel. In fact, that panel draws exactly the opposite conclusion, namely that "Not all children learn in the same way and one strategy does not work for all children."

It may well be that deaf people and I don't read as efficiently as other people do. It may well be that phonics is the most efficient place to start when attempting to teach a child to read. But to insist, as Shaywitz does, that it's the place to start *and* the place to stop is contrary to both common sense and the evidence.

The book's dual-headed character is sometimes frightening in its contradictions. On page 358 Shaywitz recounts vividly how awful it is for dyslexics to be forced to read aloud in class. (The same can be said for those with speech impediments, for those with non-standard accents, for poor readers who are not dyslexic, and for those who are just plain shy.) And on page 235 she writes with pride that, due to her contributions to the "No Child Left Behind Act", soon all children will be forced to read aloud in class.

The tragedy is that due to the adoption of the "No Child Left Behind Act", and due to impending changes in the "Individuals with Disabilities Education Act", our country is moving away from the sound practice of "one strategy does not work for all children" and towards the one-size-fits-all doctrine of "there is no other way."