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[PREMIUM] Creativity Boost, How?

From Dr. Robert Brooks: “If someone approached you and said, “I have a recommendation that will require only 10 minutes of your time each day, it poses no risk and will increase your creativity and your overall health,” what would you guess was involved in the 10 minutes? Or, if you were between 70-89 years […]

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[PREMIUM] Gifted with ADHD: How We Asked for Extended Time & a Better Schedule

The road to advocacy has many twists and turns so if your student has moderate to severe difficulties with processing speed, be prepared to be nimble and responsive to challenges that arise. In our previous newsletter, we mentioned some of the advocacy that Laura and her son John took on his path as a 2E […]

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[PREMIUM] Organizing Tips for the Dyslexic Academic

A request came through from one of our Premium subscribers. What strategies are helpful for the dyslexic academic or working professional who needs to organize and synthesize from large quantities of information? The first step is SIMPLIFY. Argument Mapping As Dyslexic PhD Dr. Emma Jeffries says in her video below, looking for the key points […]

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[PREMIUM] ACTING WITH SYMPATHY – Actress Sally Hawkins in The Shape of Water

In an other-worldly movie, The Shape of Water, Sally Hawkins plays an isolated and mute cleaning lady who develops an unusually empathetic relationship to an Amazonian Fish-Man. It’s definitely an Oscar-worthy performance and the film has already won a Golden Lion at the Venice Film Festival. Sally, who has dyslexia, may have been a natural […]

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[PREMIUM] The Remediated Student – WHAT TO EXPECT

For the overwhelming majority of dyslexics, early intervention helps with the decoding step of reading. Usually 2-3 months of intervention is enough to see a measurable  difference, and at least in our experience, 1-3 years to bring most children from failing their grade to being able to keep up in diverse subjects at grade-level with appropriate […]

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Additional Resources from Premium Issue 26 [Premium]

        Additional Premium Resources for February 2018 Issue 26. You must be logged into your account to access.

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[PREMIUM] Michael Shainblum – World Photographer and Videographer

We recently had a chance to catch up with Michael Shainblum, an extraordinary videographer and photographer who found a wonderful outlet for his creativity and expression. Michael first discovered photography in a summer class he took in middle school. He rediscovered it again in the summer before high school when he got a digital camera […]

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[PREMIUM] Extreme Adventurers

What is it about winter and adventure for dyslexic men and women? Our cover shows freestyle extreme skier Angeli VanLaanen who learned she was dyslexic at the age of 10 and who went on to compete in the Winter Olympics in Sochi, Russia – all after battling a severe case of Lyme disease that was […]

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[PREMIUM] Moving to learn: The UPSIDE to Fidgeting

Researchers from Florida presented visually dramatic evidence of the difference in ADHD student hyperactivity dependng on the task at hand. 52 boys ages 8 to 12 were studied. 32 had ADHD and 30 served as controls. 44% of ADHD students had been prescribed stimulant medication, and these students had medicines held for at least 24 […]

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[PREMIUM] Positive Strategies for College

In a recent research study (abstract only) of dyslexic students at college, the following strategies were mentioned: 1. Go to Lecture and Just Listen. It was common for students to be unable to listen and note-take at the same. Face-to-face lectures were preferred to recorded lectures because audio quality was sometimes bad, and some students […]

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[PREMIUM] Dyslexia-FRIENDLY Foreign language Instruction

Because dyslexia has significant challenges that make foreign language learning difficult (e.g. impaired phonemic awareness, limitations on auditory verbal working memory, weak rule-based memory and syntax, etc.), many students request and are granted foreign language waivers. That being said, there are many students who can do well at foreign language learning, and alternative classrooms should […]

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[PREMIUM] TEST-TAKING: DYSLEXIA and MULTIPLE CHOICE

At the secondary and university level, many students with dyslexia may prefer short answer questions to multiple choice. There are many reasons why the multiple choice question format may not be a good estimator of a student’s knowledge. It is very common for the questions and choice answers to be ambiguous. From Biochemical Education: “Writing […]

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[PREMIUM] DYSLEXIA AND ALGEBRA: Algebra Tiles – MULTISENSORY

With continually evolving Algebra 1 & 2 mandates, it is becoming increasingly important that dyslexic students master Algebra in order to pursue their dreams of certain careers and college degrees. Many dyslexic students are well-suited to the logic of Algebra, but they can easily get lost in following the multi-step procedures of algebraic problem solving […]

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[PREMIUM] Don’t Require COPYING From the Board

Dr. Kirkby: “Copying text…is psychologically complex. It involves a series of sequential visual and cognitive processes, which must be co-ordinated: these include visual encoding, mental representation, an written production.” Long after students have begun to crack the code of reading, note-taking and copying from the board remain very difficult if not impossible for some students. […]

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[PREMIUM] ENTREPRENEURS – What Worked for Us

  In research from the London School of Economics and City University London, successful dyslexic entrepreneurs were interviewed about their workplace strategies, challenges, and strengths. We’re grateful to Nicola Martin and Julie Logan for sharing their work. POSITIVE STRATEGIES: – Create a positive environment for your business – Delegate admin and clerical – proofreading and […]

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[PREMIUM] Reading and Spelling: When Sights and Sounds Don’t Match

Because many dyslexic students don’t have a visual imprint of words, there are common spelling or pronunciation errors that occur when word endings seem to vary. In most cases, being explicitly taught the different patterns can reduce a great deal of distress later. The technical term “inflectional suffixes” refers to word endings that change a […]

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