Surviving College: Gifted Dyslexic Students Share Tips [Premium]

Surviving College: Gifted Dyslexic Students Share Tips [Premium]

by | Apr 21, 2020 | , , , , , ,

When we had a clinic, some of the best study strategy advice came through talking to our gifted students…especially as we saw them over the course of years. Recently, I noticed a research paper by Reis et al. in Gifted Child Quarterly that had a number of great student insights that I thought would be fun to share. The first surprise I had reading the paper was to learn how many students had wished they had been formally taught study skills. Some were downright critical of the work they had done in LD pullouts in high school. “I will complain to this day about high school and how they don’t teach study skills…This is the first time in my freshman year that I had to […]

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Community Q & A: What Program We Can Use for Weak Vocabulary [Premium]

Community Q & A: What Program We Can Use for Weak Vocabulary [Premium]

by | Mar 27, 2020 | , , , ,

Q: My 15 year old daughter was recently found to be severely dyslexic. Her public high school has set her to enroll her in an online high school because her local school can’t meet her needs. We’ve been told that her vocabulary is weak. What program would you recommend? A. The answer to your question may depend on what structured literacy program she begins and what ways she learns best. Most structured literacy programs have a vocabulary component which is interwoven with phonemic awareness instruction in the forms of multisensory practice and books based on vocabulary and letter / letter-blend instruction that they’ve received. Because non-dyslexic students acquire words as they read, over time if she doesn’t listen to audiobooks regularly, her gap in word […]

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Reversals and How to Help [Premium]

Reversals and How to Help [Premium]

by | Feb 26, 2020 | , , , , ,

“The ability to recognize objects from various view-points has advantages in perceiving one’s environment, allowing one to identify a potential threat from many different views…(however) this trait of the object recognition system is disadvantageous for reading….” Blackburne et al., 2014 MIT When neuroscientists used neurophysiological techniques to study brain-based correlates of letter reversals, they were surprised to find how slowly children’s brains matured into the final adult pattern. Even when children were no longer writing letters backwards, their brains hadn’t matured to final “adult” pattern. Most researchers working in the area of reversals believe the letter reversal issue is related to how to recognize objects from different perspectives. We can recognize our friend if we’re standing right in front of them, to the side, at […]

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Dyslexia and Math: Understanding Decimals [Premium]

Dyslexia and Math: Understanding Decimals [Premium]

by | Feb 17, 2020 | , , , , ,

WHY DECIMALS ARE HARD There are many confusing aspects to decimals that are helpful to recognize when helping students. Contrary to working with whole numbers, longer sequences of numbers are not larger than shorter ones. For instance, with whole numbers, 245 is greater than 2, but .0245 is smaller than 2. For math processes involving decimals, multiplying by a decimal number between 0 and 1 is also opposite to what one might be used to. After learning that multiplication is equal groups or repeated addition, multiplying 0.3 x 0.4 = 0.12, a number that is smaller than 0.3 or 0.4. Similarly, dividing by a decimal can result in a number that is bigger than what we started out with, which can seem even more confusing. […]

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READING FLUENCY: Phrase Cueing [Premium]

READING FLUENCY: Phrase Cueing [Premium]

by | Jan 31, 2020 | , , , , , , , ,

Once students have made significant progress with single word decoding, reading fluency practice can be rolled into reading practice with phrase cueing. HERE is a nice review of reading fluency approaches that includes a discussion of phrased reading. Phrase scooping or cueing involved the drawing of scoops underneath groups of words that go together in parts of a phrase. Combining scooped words with choral reading or echo reading can help students get practice with both reading and listening for phrases. Intervention Central has a Phrase Cued Text Generator, but it’s so-so. It’s better to break sentences into 3-6 word phrases to increase the ease of reading. From Steve Peha, check out the example below: Of course these shorter phrases also help with reading on a […]

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