Stealth Dyslexia

Stealth Dyslexia

From the first edition of our book, The Dyslexic Advantage: "Early in school most—but not all—dyslexic children will show obvious struggles with reading and spelling. (A few, whom we’ve elsewhere called stealth dyslexics, have problems so subtle or “stealthy” that...

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Math Problems: Does It Matter If It’s Identified As A Math Disability? [Premium]

Math Problems: Does It Matter If It’s Identified As A Math Disability? [Premium]

There are millions of school children struggling with math at school. Does it matter if a student’s math struggles are identified formally as a math disability or dyscalculia? 40% of dyslexic people are likely to also have dyscalculia, but because dyscalculia is rarely assessed in schools, few individuals ever receive that designation. Does it matter? In the short term, some school professionals might say it does not matter much – because students who need help in math will get it if their scores qualify. What do we believe? Having a math LD formally identified can be helpful – although we realize that testing may not always be easily available. If you are a testing professional, consider adding the WIAT Math subtests to routine comprehensive battery […]

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Question: Third Grader with Severe Dysgraphia and Moderate Dyslexia [Premium]

Question: Third Grader with Severe Dysgraphia and Moderate Dyslexia [Premium]

Recently we received a question about severe dysgraphia and moderate dyslexia. The dilemma was how to prioritize limited resources for therapy (if any). There is a high overlap between dyslexia and dysgraphia, but severe handwriting  difficulties in the early grades often suggest dyspraxia (a disorder of fine and gross motor coordination) as well. The practical dilemma many parents and students face is that the amount of support that students receive for dyspraxia or dyslexia may be far below what they need; also intervention may take years – and health insurance may not cover any outside therapy whether it’s pediatric occupational therapy, speech therapy, or specialist dyslexia intervention. There is no simple answer. Decisions about priorities depend on the severity of each, but also on the […]

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Teen with Newly-Diagnosed Dysgraphia: Will It Get Better ? [Premium]

Teen with Newly-Diagnosed Dysgraphia: Will It Get Better ? [Premium]

Dysgraphia (writing disability) is commonly seen with dyslexia. It does improve over time and can be improved by different approaches and training depending on the source. Many aspects of dysgraphia remain lifelong, though, and it’s common for adults with dysgraphia to opt to use computers and assistive technology when they have to write extensively for work or pleasure. It’s important to identify dysgraphia whatever the age because students with dysgraphia often need accommodations for routine classroom assignments and classroom and standardized tests. Students will need one and a half to twice the time for tests as well as the option to test orally and reduce the quantity of work. Severely dysgraphic students may need to type with word prediction and word correction software or speech-to-text. […]

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Pausing while Writing [Premium]

Pausing while Writing [Premium]

There are many reasons why students may pause while writing, but more if students are also dyslexic.   Those who remember their thoughts and experiences as nonverbal sensations will need extra steps to put their knowledge and understanding into words. Dysgraphic students will have difficulty writing and those with small working memories, may overload with all the work required for getting ideas in their head down on the page.   A BIRD’S EYE VIEW OF THE WRITING PROCESS When Brock and I were testing students, our battery for comprehensive testing included the timed writing of the lower case alphabet, sentence and symbol copy (the latter from the Coding subtests of the WISC), sentence combining, spelling test, descriptive writing of a picture, then 10 minute writing […]

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Managing Too Much Information in Math with Card Sorts and Categories [Premium]

Managing Too Much Information in Math with Card Sorts and Categories [Premium]

Too often math classes start off with a lot of math problem-solving that can result in students in getting lost. Sometimes the problem is that math explanations overload working memory; other times, students struggle because they can’t listen for understanding at the same time they are trying to take notes, leaving them to figure out what was being taught in math after they get home.   THE SEA OF MATH PROBLEMS Often students may find themselves in a sea of math problems. They may have followed the reasoning when concepts were first introduced, but quickly find themselves drowning in dozens and dozens of problems that confuse them in terms of the different ways they are solved.   CARD SORTS FOR MATH EXAMPLES AND NEW VOCABULARY […]

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Dyslexia and Dysgraphia: What Does Writing Look Like? [Premium]

Dyslexia and Dysgraphia: What Does Writing Look Like? [Premium]

What does the writing look like in students with dyslexia and dysgraphia?   IMPAIRED AUTOMATICITY, CAPITAL LETTER INTRUSIONS, and SPELLING ERRORS Students who struggle with handwriting automaticity show irregular shapes and sizes of letters. For example, look at the letter ‘e’ in the spelling test at right. They are very different from one another, showing that the student has not ‘automated’ writing of the letter ‘e’. The more variable the letters are, the more arduous to write anything by hand. Working memory is easily overloaded, and students may be exhausted after writing a few words. The spelling test also shows capital letter intrusions (capital ‘D’), likely to avoid confusing lower case ‘d’ with ‘b’, irregular spacing, and phonological as well as sight word errors. When […]

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