Since Jemicy was founded in 1973, interest and research in the field of dyslexia and other related language-based learning differences has increased dramatically. Yet parents with a child struggling in school can be easily overwhelmed with information and opinions from specialists. It can be a challenge to fully understand a child’s learning style and choose appropriate interventions.
Many learning differences are inherent in brain structure, from birth. It is often hereditary and can affect the way the brain processes information. Specialized instruction can create successful learners. Jemicy’s curriculum is geared to serve some difficulties characterized as “language-based,” where individuals exhibit difficulties in one or more of the following areas even though they have the ability and have had opportunities to learn:
Interestingly, a child with dyslexia or another related language-based learning difference can have a weakness in one of the above areas yet show giftedness in another. For example, many young students who struggle to understand the relationship between a letter and its sound, and therefore have trouble learning to read, are very gifted in math.
Who Does Jemicy Serve?
Jemicy’s curriculum is designed to serve students who have strong innate comprehension skills – see “the big picture,” make inferences and think abstractly – yet who struggle with one or more of the mechanics of language. These are students who thrive on the challenge of a college-preparatory curriculum yet also need repetition, practice, and on-going intensive instruction in reading, writing, spelling, and organization.
A good educational program addresses both a child’s learning needs and his intellectual gifts; Jemicy’s ability to do this well is at the core of our success.
Some Common Symptoms of Dyslexia/Language-Based Learning Differences
Early identification is important. Below are some indicators that a child may have dyslexia or another related language-based learning difference: