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The first internet performance-based dyslexia test for adults is now
available. Find out right now if you are showing any signs of dyslexia!
This is the only dyslexia test that simply runs within your web-
browser - no CD or delivery required.
Unlike most dyslexia screening tests available on the internet - we
don't rely on a check-list. Instead we assess your performance, against
one of the largest samples ever collected for dyslexia screening. In
just 30 minutes* you will receive a full and highly accurate report on
whether you show any signs of dyslexia, or have any other literacy
difficulties.
There is so much information available on the internet concerning
dyslexia, that it can quickly become bewildering trying to find the
answers. We have spent over four years developing this site, to help
bring you some peace of mind and provide you answers with the minimum
of fuss.
http://dyslexiafk.blogspot.com/#

The following passage considers the experience of listening to
recorded books. The passage is from a 1998 essay by a teacher of
writing and literature of who is legally blind.


For better or worse, listening to an audiobook almost always feels
like a shared experience. I feel myself not merely a passive audience
but engaged in a kind of exchange. Readers are not reading to me; we
a re reading together. I have a sense of continuous back-and-forth
commentary, where I bounce my ideas off the readers' ideas, or what I
perceive as their ideas from the intonations, mistakes, involuntary
grunts, and sighs. This is precisely what alarms the sighted reader
who thinks of reading as a private and intensely personal act, a solo
flight with no copilot to look over your shoulder, make snide
comments, or gush about the view. But I can't help myself. This way
of thinking about reading comes from the habit of listening to people
I know read aloud to me. When my husband reads to me, usually a big
novel or epic, the text becomes a topic of conversation throughout
the day. The initial impressions one has during the course of
reading, the ideas one revises or rejects as reading continues,
become our mutual property. We share the process of reading, a real-
time event in the intimate space where ideas take shape.


I require my writing students to turn in taped readings of their
work. This is not only a convenience that allows me to return their
work as quickly as a sighted teacher would. But reading their work
aloud also makes the students more conscious of flaws in their prose.
Frequently, I notice, they feel compelled to speak to me at the end
of the tape, particularly after reading a longer piece of work. "I
tried to do it another way first, but I think this works better,"
they say. "Reading it over, I see the ending is kind of abrupt." I
don't discount the possibility that these outpourings are staged
pleas for me to go easy on them. But I also think there is something
about having just read aloud for an extended time that makes them
drop their guard. I sense they are not so much speaking to me as
thinking aloud. I feel myself briefly invited into the mysterious
space between the writer and the text. I imagine them sitting alone,
in the circle of light cast by a solitary reading lamp. The text lies
in their laps. Or they read it off the computer screen, their reading
punctuated by an occasional tap-tap-tap of the scroll command.
Outside the circle of light, in the general darkness, I hover, a
receiving presence.

The following passage considers the experience of listening to
recorded books. The passage is from a 1994 collection of essays on
reading in the electronic age.

When we read with our eyes, we hear the wods in the theater of our
auditory inwardness. The voice we conjure up is our own -- it is the
sound-print of the self. Bringing this voice to life via the book is
one of the subtler aspects of the reading magic, but hearing a book in
the voice of another amounts to a silencing of that self -- it is an
act of vocal tyranny. The listener is powerless against the taped
voice, not at all in the position of my five-year-old daughter, who
admonishes me continually, "Don't read it like that, dad." With the
audio book, everything -- pace, timbre, inflection -- is determined
for the captive listener. The collaborative component is gone; one
simply receives.

Both the reader's inner voice and the writer's literary or stylistic
voice are, obviously, sexed. When I read a male writer, I siply adjust
my vocalization to the tone of the text; when I read a woman, I don't
attempt to impersonation, but I am aware that my voicing is a form of
translation. But when I listened to a cassette of John Cheever's
stories read by an expressive female voice, I just couldn't take it.
Midway through "The Enormous Radio" I had to pop the tape from the
machine to keep her from wreaking havoc on my sense of Cheever.
Cheever's prose is a imprinted with his gender as Virginia Woolf's is
with hers. Nor could I get past the bright vigor of the performing
voice; I missed the dark notes, the sense of pooling shadows that has
always accompanied my readings of the man.

Sometimes, to be sure, the fit is excellent -- either because the
reader achieves the right neutrality, allowing the voice to become a
clear medium for the text, or because the interpretation somehow
accords with my own expectations. Then, too, I have had the pleasure
of hearing an author rendering his or her own work. Indeed, listening
to certain re-mastered recordings of the "greats," I have experienced
the skin-prickling illusion of proximity (I am actually listening to
James Joyce...). The author can open up a work in ways that no other
reader can. At moments like these, I find myself wavering, questioning
the fixity of my assumptions.

Aoccdrnig to rscheearch at Cmabrigde uinervtisy, it deosn't mttaer
waht oredr the ltteers in a wrod are, the olny iprmoetnt tihng is taht
the frist and lsat ltteres are at the rghit pclae. The rset can be a
tatol mses and you can sitll raed it wouthit a porbelm. Tihs is
bcuseae we do not raed ervey lteter by it slef but the wrod as a wlohe.

RFB&D is a non-profit organization aimed to assist people (mostly
kindergarten to graduate school stuents) with a documented disability
(either dyslexia, visual impairment, learning disability, etc.) that
keeps them from reading printed text effectively. RFB&D helps these
students with their homework by narrating textbooks and needed books
that they need for school. Some students send in to us their syllabi
so we know when their textbooks and other required books are needed.
(Sometimes we get books with an early due date that we have to cram in
narrating sessions to meet deadlines.) And if a book is not in our
catalog (also available online at www.rfbd.org) then a member may
request a title.

Since we read many books of nonfiction, we look for volunteers who
have vast knowledge. In the Washington, DC unit, their is a new
volunteer who has a Ph.D. in mathematics. We look for people who can
speak and read foreign languages and who are very knowledgeable in
vast areas. On average, volunteers are asked to come in to the
recording studio at least once a week for at least one hour to record
these books.

Besides narrating books, volunteers can also "bookmark" books. That is
when a pencil is used to mark designated symbols in books to guide the
narrator through the book. If there is a book that has a graph in a
box, the bookmarker's pencil path guides the reader through the graph,
when to read the graph, when to return to text, when to announce the
next page, etc.

All books that are read, the reader announces the page number and this
indicates that a new track is made on the CD.
Directors help the reader, unless the reader prefers self-directing.
The directors help the readers spot errors, press the mouse to
digitally mark the next page, and to help the reader understand and
assist in the reading of the book. (If a reader is self-directing,
then they will have to be extra careful with their errors.)


Depending on how big the book is, a reader will usually only read a
certain chunk(s). Then when the next volunteer recording session
begins, a new reader will pick up where the last reader left off,
indicated on the reading log for that book.


RFB&D began in the 1940s when Anne T. Macdonald began as Recording for
the Blind in the attic of the New York Public Library. She believed in
helping the returning soldiers from WW2to get their education under
the G.I. Act. Most of these soldiers were blinded in action and lost
their vision. Later in the 1950's the company began spreading its name
and business. And the company changed its name to Recording for the
Blind and Dyslexic to serve people with documented print disabilities,
learning disabilites, physical disabilites, and another documented
disability that keeps students from reading text effectively.
"Education is a right, not a privilege," was Ane T. Macdonald's
convction. (Mine too.) Many people to today who suffer from Dyslexia
do not know about this great organization that they can benefit.

Recently, my unit had their volunteer appreciation party, for all
volunteers who have served at least 300 hours. One of our
spokespersons was Dale Booth, an American University graduate who is
on the campus's police force. When he had to go through police
training, RFB&D read his training books for him, and he aced all of
his tests because the recorded textbooks he had from RFB&D helped him
study. He also did a research for his thesis paper on how recorded
text can help those with certain learning disabilities/difficulties.
Those who were not dyslexic had a test read to them, and those who
were dyslexic had the test read to them. The results came in clear:
Those who did not have dyslexia and had the test read to them flunked,
and those who had dyslexia with the test being read to them, scores
went up.

From reading success stories of members, I have come to understand
what Anne T. Macdonald meant when she said that "Education is a right
not a privilege." RFB&D is an organization everyone ought to volunteer
for. I feel deeply honored to be volunteering for RFB&D. I will do my
best to help RFB&D and Ms. Macdonald carry on.

On behalf of the Volunteers of RFB&D I invite you volunteer. Visit
www.rfbd.org for more information.

Is there anyone familiar with any testing or articles on dyslexia and
bubble tests, whether they are more difficult or easier?  Or a better
type of bubble test, i.e., larger vs. smaller?

The first internet performance-based dyslexia test for adults is now
available. Find out right now if you are showing any signs of dyslexia!
http://adultdyslexiaqhwc.thisbelongsto.us/home.htm

Well, there is a very successful  natural technique helping ADHD
from Israel called BEING IN CONTROL:Natural Solutions For ADHD
Dyslexia and Test Anxiety; and -"Guide To GSR Biofeedback For The
Natural ADHD
Practitioner"-
The two videos were just released and is with Amazon.com

Dear Parent , educator, student, therapist- thank you for your
attention- I would like to mention that just released are  a new
video/kit from Israel on natural solutions to help ADHD "Being in
Control: Natural Solutions for ADHD, Dyslexia, and TestAnxiety" (
Video/book/biofeedback kit) by Jason Alster MSc ISBN 9659025130.
http://www.amazon.com/gp/product/9659025130/ and "BEING IN CONTROL-
Natural Techniques For Increasing Your Potential And Creativity For
Success In School" ( book as single item)(ISBN-9659025114)" (
different ISBN)
and A video -"Guide To GSR Biofeedback For The Natural ADHD
Practitioner"-
  http://www.amazon.com/gp/product/9659025114/ or
  http://jasonalster.googlepages.com/home
Interview with The ADHD Specialist:
  http://www.theadhdspecialist.com/interview with jason24.mp3
Do you, your child, or client want to be a better student? Is it
hard for you to sit quietly in class and concentrate? Do you have a
problem preparing homework? Do you want to pass exams with less
pressure? Then this video may be for just for you. Taking the
concepts, techniques, and exercises from the original book "BEING IN
CONTROL- Natural Techniques For Increasing Your Potential And
Creativity For Success In School" (ISBN-9659025114)" and making them
come alive with a 40 minute video rendition. The  video portrays in
a "roadmap" format topics for improving relaxed concentration for
the classroom and when preparing homework -like increasing self
confidence; relaxed concentration; seated yoga; creativity; time
management; organisation of material; sensory integration; using our
senses to relax; biofeedback; games; better cursive handwriting;
speed reading; test taking strategies and more. In addition to the
CD ROM and book-BEING IN CONTROL/kit - also included are  2 finger
temperature strips biofeedback monitors used by many biofeedback
practitioners for measuring relaxation- stress levels. Produced and
edited with Windows Movie Maker 2 and can be played on Windows Media
Player.

Exclusive-
A video -"Guide To GSR Biofeedback For The Natural ADHD
Practitioner"- is now ready.
http://www.amazon.com/gp/product/9659025149/
The video describes how to use GSR
biofeedback techniques as an physiological objective measure of
relaxed concentration in ADHD and then describes natural techniques
that stabilise the GSR ( electro dermal activity) in ADHD.  This
work is based on the finding during my research since 1991 on ADHD
that ADHD people are lacking the natural perception of relaxed
concentration and have to be trained to gain or re-gain this
perception. The work also found whereas the simpler GSR was used to
teach relaxation it was overlooked as a tool to teach concentration
being dwarfed by neurofeedback. My research also found that the new
feeling of relaxed concentration in ADHD is claimed by many ADDer's
to subjectively "feel" better than medication. It also found that
when the feeling of relaxed concentration is lacking- it is actually
stressful to try to relax if you do not know how and this may be
measured objectively by GSR. The research also found that once this
measure is obtained- a variety of client specific techniques can be
tried to find which techniques is matched to that person. My hope is
that this valid measure will be used as a future screening test in
ADHD clinics and schools.

This advanced movie is in a package with the book BEING IN CONTROL,
the video
BEING IN CONTROL:NATURAL SOLUTIONS FOR ADHD DYSLEXIA AND TEST
ANXIETY, and a research paper showing the science behind the
developments.
With Amazon.com ISBN 9659025149
http://www.amazon.com/gp/product/9659025149/

For those interested in more information on the new release please
contact me at
jasonalster@...

http://jasonalster.googlepages.com/home

hi all ,I have started a site  http://www.outofstress.com
  which deals all aspects of stress and recovery.Our objective is to
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http://health.groups.yahoo.com/group/ADHD_Bulletin_Board/

This message is about Human beings, Democracy, UNHCR, Refugees, The Iraqis,
Islam, Kurds, Human rights, Respect, Money, Donations, Angelina Jolie,
Pavarotti, Giorgio Armani, Donors, Peace, History, Campaigns and about you if
you care about these words.

Hi there,

I am SAM, an Iraqi refugee living in Lebanon at the moment; I have spent the
last 10 years of my life as a refugee registered with the UNHCR in Beirut. The
last 4 years, I have spent as an activist for peace and human rights (especially
refugees and asylum seekers) on the Internet; I'm also books author and ebooks
publisher. I have launched many campaigns to improve our situation as refugees
in Lebanon and hopefully bring more understanding to our problems worldwide. I
helped make many changes and improvements at the UNHCR office in Beirut; I used
the Internet as the field for my activities (you can read more about that in my
free ebook 'MY CAMPAIGNS'). All my ebooks are free and could be download from my
sites.

This is my newest campaign, it's about the illegal and humiliating actions of
the UNHCR, who using photos of refugees as banners and human-buttons to collect
money. This is an abuse of the dignity and humanity of the refugees and must
stop immediately and a clear public apology present by The United Nations High
Commissioner for Refugees. My friends, I am talking about the pictures you can
see here:
http://un4.hostrim.com

Where you can read the rest of this message as web page.

Also you can read my new campaign 'Urgent, we need smile' here:
http://unhcrlebanon.250free.com/smile.html


For more info about UNHCR and life of refugees you can read my free ebooks. I
invite you as fellow humans and members of the world community to support my
campaign by reading my article on my site and see the human-buttons. The
campaign is to support and improve the UNHCR http://www.unhcr.ch especially
after the last scandals in the UN and UNHCR, just for example:

The refugees allege that UNHCR staff is selling most of the food items they are
supposed to be supplied.
"They aren't supplying sufficient food to us because they sell most of the food
items," they allege: http://allafrica.com/stories/200503140214.html
  Here is another example: Burmese Refugees Withdraw Protest Against UNHCR 
http://www.mizzima.com/archives/news-in-2005/news-in-april/12-April05-22.htm

"We make demonstration and fast because the UNHCR office in Cairo did nothing
for our problem..." http://news.bbc.co.uk/2/hi/africa/4440730.stm

Together we will build better world.

You could reach me fast via this form: http://truth4all.atspace.com/email_me.htm
  and if you like to know more about me, you can google for my name 'osam
altaee'.

Thanks
THE TRUTH WARRIOR
http://unhcrlebanon.10e.net

Hello,

This email message is a notification to let you know that
a file has been uploaded to the Files area of the dyslexiasupportgroup
group.

   File        : /Natural solutions for ADHD dyslexia
   Uploaded by : jasonalster <jasonalster@...>
   Description : video book

You can access this file at the URL:
http://groups.yahoo.com/group/dyslexiasupportgroup/files/Natural%20solutions%20f\
or%20ADHD%20dyslexia%20

To learn more about file sharing for your group, please visit:
http://help.yahoo.com/help/us/groups/files

Regards,

jasonalster <jasonalster@...>

Hello,
I share the same dedication that you do when dealing with the topic of
Dyslexia. With this being said I want to help you all, and am looking
for help in return in helping to further promote these issues to a
larger base audience.

How We Can Help Each Other: We both share the same goals and
aspirations. There are many pieces on our site which promote issues
Dyslexia issues. We have Resource information, articles, products,
mailing lists, links and support services regarding Dyslexia.

Dyslexia Articles: If you love to talk and write about issues
pertaining to Dyslexia emails columns@... and includes
your resume or C.V. to write articles for K12 Academics.

Dyslexia Support Services: If you provide support services to kids and
families with Dyslexia email tutors@... to have your
business profiled in our Support Services Directory

Dyslexia Products: If you have a book, video, DVD, magazine, Cassette,
software that you would like listed in our Resource Directory email
ads@... to receive registration information towards posting.

Dyslexia Mailing Lists/Links: If you run a mailing list or web site
for Dyslexia email links@... to have it listed in our
Resource Directory

Dyslexia Organizations: If you run, or are a member of a National or
Statewide chapter for Dyslexia please email links@... to
have it listed in our Organizations directory.

Lesson Plans: If you have created a Lesson Plan to help educators deal
with students with Dyslexia email teacherinfo@...
Who we are: K12academics.com is an education resource center for
teachers, students, education majors, parents & district officials
involved in the k-12 education system throughout the U.S. We are
affiliated with hundreds of schools, numerous national academic
conferences & competitions and traffic hundreds of thousands of hits
per month on our site.
This is a one time email. Please pass along
We strictly adhere to United States Federal Laws of Anti-spamming -
CAN-SPAM Act of 2003.

Cheers!
Chris Glavin
K12academics.com

Important Links:
Education Articles- http://www.k12academics.com/columns.htm
Support Services Directory-
http://www.k12academics.com/supportservices.htm
Resource Directory- http://www.k12academics.com/resources.htm
Organizations Directory- http://www.k12academics.com/organizations.htm
Dyslexia Information- http://www.k12academics.com/dyslexia.htm

Being in Control: Natural Solutions for ADHD, Dyslexia, and Test
Anxiety (Book & Video) by Jason Alster MSc ISBN 9659025130 is now with
Amazon.com

book for dysgraphics- happy holidays
Hi I would like to mention an art book to help dysgraphics
CREATIVE PAINTING FOR THE YOUNG ARTIST ISBN: 9659025122
Amazon.com

When I first published this book, I had little experiance in how it
would help the art student- only in how it helped me understand how
I learned myself to become an artist. However, now that I have used
it's principles as a format for teaching art seminars -I now have
working experiance with the book and can comment on it. One of the
biggest surprises to me was that anyone can learn to paint and that
creative painting is really easy to learn- and very natural. This is
when artistic painting is taught as a series of simple techniques to
improve the artistic mode of seeing and understanding first, then
actual painting later. What has happened to many budding artists
entering an art workshop for the first time is that they are not
successful and able to paint or draw. This may because they have
dysgraphia and do not know it, poor self esteem, fear of mistakes
when everyone in a class is watching, or the teacher did not have
the proper tools for teaching - especially tools used in special
education today. So the person leaves the workshop feeling he is not
a successful artist he/she can develop " painter's block". So I now
can say that when tools of creativity are learned first, artistic
statements are developed - the "why" we paint is understood and the
artistic mode of seeing is practiced- we succeed. When and how to
critique the painting as an end product is known before we begin the
painting, then painting is a fun and easy process to begin our
journey. For more info- jasonalster@...

Please read and send along as it pertains to the growth and promotion
for those affiliated in the world of Dyslexia.

K12academics.com is looking for qualified, enthusiastic individuals
willing and able to write articles on the topic of Dyslexia. There are
no word restrictions. We are looking for articles to be done on a
weekly or bi-monthly basis. We have columnists currently writing on
this issue. We also have a page on the site dedicated to Dyslexia
information.

Who we are: K12academics.com is an education resource center for
teachers, students, education majors, parents & district officials
involved in the k-12 education system throughout the U.S. We are
affiliated with hundreds of schools, numerous national academic
conferences & competitions and traffic hundreds of thousands of hits
per month on our site, which has only been live for 7 months and has
already cracked the top million websites.

If interested email columns@... a 3-5 sentence biography
on yourself (i.e. degrees received, accomplishments, your
knowledge/experience with the issue at hand) and we can go from there!

Other Ventures: Due to popular demand K12 Academics will be opening a
resource with Links, Mailing Lists, Books, Magazines, Videos, DVDs,
Cassettes & Journals of the various topics on our site.
If you run a mailing list or web site related to Dyslexia: Contact
ads@... about being included in our Resource section,
going live in January
If you have a book, magazine, video, DVD, cassette or journal on
Dyslexia, create your own profile: Contact sales@...
about having your product listed under our resource section
If you provide Support services for the following contact
sales@... to have your company profile included in our
National Support Services Database:
Tutors, Evaluators, Educational Consultants, Advisors, Advocates,
Learning and Developmental Disability Agencies, Psychologists,
Speech-Language Pathologists, Educational Diagnosticians, Occupational
Therapists, Psychiatrists and Pediatric Neurologists,.

Cheers!
Chris Glavin
K12academics.com
Huddelson, LLC

K12 Worldwide


K12academics.com is looking for qualified, enthusiastic individuals
willing and able to write articles on the topic of Dyslexia. There are
no word restrictions. We are looking for articles to be done on a
weekly or bi-monthly basis. We have columnists currently writing on
this issue. We also have a page on the site dedicated to Dyslexia
information.

Who we are: K12academics.com is an education resource center for
teachers, students, education majors, parents & district officials
involved in the k-12 education system throughout the U.S. We are
affiliated with hundreds of schools, numerous national academic
conferences & competitions and traffic hundreds of thousands of hits
per month on our site, which has only been live for 7 months and has
already cracked the top million websites.

If interested email columns@... a 3-5 sentence biography
on yourself (i.e. degrees received, accomplishments, your
knowledge/experience with the issue at hand) and we can go from there!

Other Ventures: Due to popular demand K12 Academics will be opening a
resource with Links, Mailing Lists, Books, Magazines, Videos, DVDs,
Cassettes & Journals of the various topics on our site.
If you run a mailing list or web site related to Dyslexia: Contact
ads@... about being included in our Resource section,
going live in January
If you have a book, magazine, video, DVD on Dyslexia, create your own
profile: Contact sales@... about having your product
listed under our resource section
If you provide Support services for the following contact
sales@... to have your company profile included in our
National Support Services Database:
Tutors, Evaluators, Educational Consultants, Advisors, Advocates,
Learning and Developmental Disability Agencies, Psychologists,
Speech-Language Pathologists, Educational Diagnosticians, Occupational
Therapists, Psychiatrists and Pediatric Neurologists,.

Cheers!
Chris Glavin
K12academics.com
Huddelson, LLC

K12 Worldwide