Rachel had poor visual memory skills.
When she tried to copy down assignments, she had to look back and forth so many times between the board and her planner, that she often lost her place and missed part of the information.
It took her longer than the other students, so she often didn't finish because it was embarrassing to have to stay after class copying the assignment.
When Rachel did her homework, she stuck it in her backpack. The problem was, she couldn't hold a picture in her mind of exactly where it was.
Well-meaning teachers and family suggested that maybe Ritalin would help her pay better attention.
They didn't realize that Rachel was paying attention, but her visual memory was not supporting her well enough to remember the information.
There are several proposed cognitive subtypes of Dyslexia explained by specific underlying neuropsychological deficits. VISUAL PROCESSING is one (the other prominent types are Auditory Processing and Attention).
Learning problems do not have to be permanent.
Visual Processing and other learning challenges associated with deficits in processing skills are be corrected. What is needed is to pinpoint the deficit through assessment and evaluation at the functional level and then develop the weak underlying skills through specific brain training.
