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Autism Tole - Dyslexia Treatment Herbs

"More children may be dyslexic than asthmatic and about 314 000 school-going children in Malaysia have dyslexia "

Dyslexia Action’s Definition

Dyslexia is a specific learning difficulty that mainly affects reading and spelling. Dyslexia is characterized by difficulties in processing word-sounds and by weaknesses in short-term verbal memory; its effects may be seen in spoken language as well as written language.  The current evidence suggests that these difficulties arise from inefficiencies in language-processing areas in the left hemisphere of the brain which, in turn, appear to be linked to genetic differences. 

Dyslexia is life-long, but its effects can be minimised by targeted literacy intervention, technological support and adaptations to ways of working and learning. Dyslexia is not related to intelligence, race or social background. Dyslexia varies in severity and often occurs alongside other specific learning difficulties, such as Dyspraxia or Attention Deficit Disorder, resulting in variation in the degree and nature of individuals’ strengths and weaknesses.

Signs and symptoms

Dyslexia can be difficult to recognize before your child enters school, but some early clues may indicate a problem. If your young child begins talking late, adds new words slowly and has difficulty rhyming, he or she may be at increased risk of dyslexia.

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

Children with dyslexia commonly have problems processing and understanding what they hear. They may have difficulty comprehending rapid instructions, following more than one command at a time or remembering the sequence of things. Reversals of letters (b for d) and a reversal of words (saw for was) are typical among children who have dyslexia. Reversals are also common for children age 6 and younger who don't have dyslexia. But with dyslexia, the reversals persist.

Children with dyslexia may fail to see (and occasionally to hear) similarities and differences in letters and words, may not recognize the spacing that organizes letters into separate words, and may be unable to sound out the pronunciation of an unfamiliar word.

Key Facts

Dyslexia is a specific learning difficulty, mainly affecting reading and spelling. About 10% of the population are affected by dyslexia to some degree.

Dyslexia tends to run in families; it is known that there are several genes that contribute to a genetic risk of dyslexia. Brain scanning studies suggest that, in dyslexic people, the connections between different language areas of the brain do not work as efficiently as they should. However, these differences are not linked to intelligence, and there is evidence that many dyslexic people have strengths and abilities in tasks that involve creative and visually-based thinking.

Dyslexic people usually find it difficult to analyse and work with the sounds of spoken words, and many have difficulties with short-term memory, sequencing and organisation. This means that it is more difficult for them to learn how spoken sounds map onto letters, which affects the ability to spell and the ability to decode or ‘sound out’ words. Although many dyslexic people can learn to use phonic, decoding, skills they typically need a great deal of instruction, and they often never reach a stage where these skills are fully automatic.

Dyslexia is not the same as a problem with reading. Many dyslexic people learn to read, but have continuing difficulties with spelling, writing, memory and organisation.  There are also people whose difficulties with reading are not caused by dyslexia. Dyslexia often causes problems in maths: many dyslexic people have difficulties with arithmetic and with learning and recalling number facts.

The degree to which dyslexia causes problems, in learning and in everyday life, depends on many factors. These include the severity of the dyslexia, the other strengths and abilities that a person has, and the kind of teaching and support they may have been given. 

Dyslexia need not be a barrier to achievement and success if it is properly recognized within society, and steps are taken to provide suitable teaching and training along with compensatory strategies and resources.

What does cause dyslexia?

To be quite honest, nobody quite knows at the moment. There has been a real increase in the amount of research taking place, and a number of possibilities are beginning to emerge, but the waters are still fairly murky. The overall picture is that dyslexia can be caused by inherited factors, and/or hearing problems at an early age.

Inherited factors

It is clear that dyslexia is very frequently found in families, and is often accompanied by left-handedness somewhere in the family. This does not mean to say that a dyslexic parent will automatically have a dyslexic child, or that a left-handed child will necessarily be dyslexic. But where dyslexia is identified, between a third and a half of children have a history of learning difficulties in their family, and more than half have a family member who is left-handed.

With the technical advances that have come about in brain-scanning in recent years, a lot of research has been carried out examining the brains of dyslexic people. Bunches of cells beneath the surface of the brain have been detected which lie on the surface in the brain of a non-dyslexic person.

These groups of cells ought to have moved to the brain's surface at the time when the brain was developing in the foetus, but failed to make the journey. They are known as 'ectopic' cells (like an ectopic pregnancy, where the egg fails to reach the womb and is fertilized in the Fallopian tube).

These ectopic clusters of cells are mainly found in the left and the front of the brain - the areas which are important for reading and writing. Another area of the brain - the magno-cellular system, which deals with our ability to see moving images - is smaller in the brains of dyslexic people. This makes reading harder, where the brain has to quickly interpret the different letters and words which the eyes see as they scan words and sentences.

With the use of EEG (electroencephalogram), where small electrodes with wires are temporarily attached to the outside of a person's head, it has been possible to see increased brain activity on the right side of the brain when a child is beginning to learn to read. Increased activity is noticeable on the left side in an advanced reader.

However, the brains of dyslexic children show an unusual variation in left- and right-side activity. Recent research has found that, whereas non-dyslexic children use the left side of their brain for language work, dyslexic children have to use the right side as well. This is not the side of the brain that is wired for language work, and, as a result, the brains of dyslexic children and adults have to work about six times harder. This may be why dyslexic children and adults become fatigued by language work and dealing with text.

Hearing problems at an early age.

If a child suffers frequent colds and throat infections in the first five years, the ears can be blocked from time to time so that hearing is impaired. The parents can easily be unaware of this until a doctor actually looks into the child's ear. This condition is sometimes known as 'glue ear' or 'conductive hearing loss'. If the difficulty is not noticed at an early stage, then the developing brain does not make the links between the sounds it hears.

This early learning of sounds and words is fundamental to the child's developing ability to handle language and text. If a child cannot hear clearly, it will be unable to hear the difference between words like 'pin' and 'thin', or 'fan' and 'van'. The lack of clear hearing will also delay the child's phonemic awareness - the ability to hear that words are made up of smaller sounds and syllables, like 'c-a-t', or 'in-ter-est-ing'.

A delay in phonemic awareness causes lifelong difficulties - dyslexia - if corrective action is not taken at a very early stage. The most common treatment is the insertion of a tiny tube or grommet into the child's ear. This allows the fluid to drain off so that the child's hearing is restored. Another treatment is the removal of the tonsils, which are sometimes the cause of the repeated infections.

A combination of both

Sometimes a child has inherited genes which dispose him or her towards difficulties dealing with the printed word, and has also experienced early hearing problems. These children are often found to be quite severely dyslexic, and need a lot of support through their school and college years, as well as in the workplace.

Learning strategies can make a huge difference

Learning strategies to overcome the difficulties associated with dyslexia can make a huge difference to the performance of a dyslexic child or adult. In particular, a 'multi-sensory' method can really help: this involves teaching children to learn spellings, for example, not only by hearing and saying the sounds of the letters, but also by using their visual and tactile (touch) memories by writing the letters in the air, on the carpet, making them with plasticine or in very large (joined) handwriting on big sheets of paper. This gives their brain a visual and tactile memory of the word as well as the memory of hearing the sounds of the letters. Joining the letters together - in joined handwriting - helps the brain to remember the order of the letters in a word.

Compensating strengths.

There are compensating strengths for a dyslexic person. Dyslexic children and teens benefit greatly in three important areas:

1. creativity,
2. physical co-ordination, and
3. empathy with others.

Teachers working with dyslexic children and teens see examples of their creative and imaginative drawings in school, and their skills and pleasure in sports, games, swimming, skate-boarding and other activities which require the physical co-ordination that many non-dyslexic children find hard.

Every dyslexic child experiences problems and frustration at school - often including bullying, unfortunately - and they learn to empathize with other people's experiences of difficulty.

THE TOLE'S DYSLEXIA NEURO TREATMENT

Over the recent years we have treated more than 1,000's(thousands) of cases, of cause some of them did not complete their treatment. All of them improved from the day they came, we open up their door and a-line them to come out off the enclosed world of their own. There is NO point training them without getting them OUT OF THEIR ENCLOSED WORLD.Let us bring them into our real world.

Even though it may be time and effort consuming, we have to do it once and for all - their life.

The younger they start the faster and better change of getting 90% treatment.

Some families even have 2 autistic kids in one family. We treatment them together so not to worry any more we are here for you ALL.

Hotel and accommodations can be arranged, 5 star hotel or cheap hostel accommodations available, holidays for autism and treatment.

Now we are catering for intensive course for all autistic kids with 4 weeks to 3 months or 6 months periods.

4 weeks treatments will have to come back every 6 months until total treatment.

1 month stay will have to come once a year for a few treatments.

3 to 6 months will be targeting for 90% treatment and can then takes herbal medicine and all our advise over the net after the treatment.

If kids cannot come in soon enough, then we will prescript some herbal medicine first until they can come for the treatment.

A lot of the kids improved so much that they decided to just continue with the herbs a lone.

Ordering of Herbs Herbal treatment For Diseases

All Associations and society are welcome to be affiliated with us. We can provide information's and seminar to all at our convenience.

We will continue to write those that we have treated - history , soon when we have enough time and man power to do so, which is encourage by many of our enquiries and existing patients.

e-mail: tole88@gmail.com

Intensive treatment, ordering and sending of THE TOLE'S "Tailor made " Herbal Medicine is Available to all Countries, You will need to tell us all your complications and reports and then we can guide you from here.( by e-mailing)

Normal Delivery Time if no unforeseen circumstances.

USA = 5 working days and more
Europe = 6 working days and more
West Malaysia = 6 hours to 1 working days and more

THE TOLE ACUPUNCTURE & HERBAL MEDICAL CENTRE SDN BHD.

Suite 4.08- 4.10, 4th Floor,
Medical Specialist Floor,
Menara KH (Menara Promet),
Jalan Sultan Ismail, 50250 Kuala Lumpur.
Malaysia