What Reading Speed Has to Do With Leadership: Nothing
Many leaders succeed because of their dyslexia, not in spite of it. President Trump stirred up a hornet’s nest when he suggested that Governor...
Storytelling as a Dyslexic Strength
Storytelling is not simply a language skill. It is a form of reasoning. Recognizing these strengths helps shift how we think about writing instruction and creative expression.
Rethinking Auditory-Only Phonemic Awareness Training for Reading in the Early Grades Does Not Work
A new study reported on in Education Week found that a widely-used phonemic awareness program (the oral-only Heggerty curriculum) did not improve gains in word reading or oral reading fluency, although it did significantly improve phonemic awareness skills.
Free Back To School Reading Apps
Some of the most common free apps that dyslexic students use for school.
Beyond Behavior: Attention, Working Memory, or Something Else?
The problem with trying to diagnose with behavioral checklists is that behavior can result from many different sources. If you have a 3rd grader...
Math Difficulties Common with Dyslexia
Although the pace of research into dyslexia beyond reading proceeds very slowly, there is some welcome recent research into some of the...
![Spatial Intelligence: Developing One of the Dyslexic Super Powers [Premium]](https://www.dyslexicadvantage.org/wp-content/uploads/2021/05/Spatial-Intelligence-326x250.png.webp)
Spatial Intelligence: Developing One of the Dyslexic Super Powers [Premium]
Although spatial intelligence is often a “dyslexic super power” and associated with famous architects, filmmakers, inventors, and engineers, it gets surprising little education in K-12 education. What that might mean in a practical way is that many of the young members of this community might only stumble into their greatest talents by chance, or worse, not at all. MOST CURRICULA ONLY SPECIFY NAMING AND SORTING SHAPES Math educator David Fielker noticed a surprising blind spot when it comes to math instruction with shapes: typically students are led to practice sorting and verbally classifying shapes, rather than working with them, building, adding, and taking away. It’s physically working with them, “composing and decomposing shapes, comparing and mentally manipulating two- and three-dimensional figures, and […]
![Sneaky Free Ways To Get Kids Reading [Premium]](https://www.dyslexicadvantage.org/wp-content/uploads/2019/08/strength.jpg.webp)
Sneaky Free Ways To Get Kids Reading [Premium]
We all know the drill – we want kids to read so that reading gets easier so it’s more fun to read, but it’s too hard to read now, so they don’t read, there’s no practice, and reading comes to a standstill. So how can we get them to read? HELP THEM FIND THE RIGHT BOOK AT THE RIGHT LEVEL In order for students to enjoy reading, a book should be at the right level for their interest, but also right level for their current reading level. FINDING THE LEXILE LEVEL THEN SELECT THE ‘JUST RIGHT’ BOOKS IN YOUR PUBLIC LIBRARY It’s estimated that almost 1/2 of public school children have been assigned a Lexile Level based on their most recent […]
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Emotional Resilience [Premium]
A Short Video on Building Personal Resilience The second video is a good cartoon introduction to the idea of Emotional Intelligence. It has some good examples and insights, but occasionally has some misses. Try it out first yourself and see if it might be helpful sharing with a student. Bookmark Please login to bookmark ClosePlease login to access.
![Dyslexia and Stronger Emotional Responses [Premium]](https://www.dyslexicadvantage.org/wp-content/uploads/2021/04/Stronger-Emotional-292x250.png.webp)
Dyslexia and Stronger Emotional Responses [Premium]
Neuroscientists at the University of California San Francisco, just reported their finding that dyslexic children ages 7-12 showed stronger emotional responses as measured by a variety of measures than their non-dyslexic peers. From the study abstract: “..we examined whether right-hemisphere-based emotional reactivity may be elevated in dyslexia. We measured emotional reactivity (i.e., facial behavior, physiological activity, and subjective experience) in 54 children ages 7–12 with (n = 32) and without (n = 22) dyslexia while they viewed emotion-inducing film clips. Participants also underwent task-free functional magnetic resonance imaging. Parents of children with dyslexia completed the Behavior Assessment System for Children, which assesses real-world behavior. During film viewing, children with dyslexia exhibited significantly greater reactivity in emotional facial behavior, skin conductance level, and respiration rate […]
![Processing Speed and Dyslexia [Premium]](https://www.dyslexicadvantage.org/wp-content/uploads/2021/04/processing-speed-3-329x250.png.webp)
Processing Speed and Dyslexia [Premium]
“I’m still slow at reading but I’ve learned to adjust…while you will have dyslexia for the rest of your life, you can dart between the raindrops to get where you want to go. It will not hold you back.” – Steven Spielberg WHAT IS PROCESSING SPEED? Processing speed generally refers to the speed required to take in information, do cognitive work, and respond. For dyslexic children and adults, processing speeds can vary dramatically depending on the types of stimuli, types of mental work, and types of responses expected. PROCESSING SPEED CHANGES AND CHANGES OVER TIME In the setting of dyslexia, processing speeds for different tasks also vary dramatically with age. Typical “late-blooming” children may be much slower than same age peers in early grade […]
![Extraordinary Artist: Vincent [Premium]](https://www.dyslexicadvantage.org/wp-content/uploads/2021/04/Vincent-317x250.png.webp)
Extraordinary Artist: Vincent [Premium]
“When you have dyslexia and you don’t know that’s what it is, you assume you’re not intelligent — and your self-confidence is taken away.” – Vincent Fantauzzo Vincent grew up in a crowded public housing flat with his mother and four siblings. He left school at 13, barely able to read and write, and got mixed up in street fights and general delinquency. “I spent my life hiding and hustling, feeling ashamed, not being good enough, not being smart enough and pretending to be someone I wasn’t…” – Vincent Fantauzzo While he was in school, Vincent remembered wanting to get kicked out of class rather than stand up and read aloud. He wondered why other students could read and he could not. “You can be dyslexic […]
Reversing Slide In MATH
"Early testing data from this fall seem to bear out that the pandemic has hit students harder in math than reading." With increasing numbers of the population getting vaccinated, there's hope for more normalcy, but chances are with all of the disruptions and stress,...
Challenges of Pandemic Learning For Dyslexic Students
As education slowly drifts to a new normal, and parents take stock of where they are and what their priorities are in education, it is best to be aware of what to be on the lookout for because dyslexic students learn so differently. AUDITORY PROCESSING HURDLES Because...
Real World Learning with Dr. Glenn Sterner
In our interview with CEO Brett Kopf, he told us that the experience of being part of the Bailey Scholar program at Michigan State University was life changing in terms of finding a positive future for himself. He told me that his advisor was a really inspirational...
Chat with Co-Founder of Remind, Brett Kopf
"I like to tell people I started the company in fifth grade. That's a lie. But, I was diagnosed with a bunch of learning disabilities as a kid and I really struggled in school. I had this teacher that totally changed my life, named Miss Whitefield. My parents were...
The Remarkable Maya Hawke
Maya was recently interviewed by Scott Simon for NPR and we loved that she pushed back on the phrase "suffer with dyslexia": "SIMON: I have read that your - that you suffer from dyslexia. HAWKE: I wouldn't say suffer. I would say it is, like, one of the great...
![Tips From Hannah: College Junior with a 4.0 [Premium]](https://www.dyslexicadvantage.org/wp-content/uploads/2021/04/Hannah-306x250.png.webp)
Tips From Hannah: College Junior with a 4.0 [Premium]
KNOW YOUR STRENGTHS – SELF-ADVOCATE – Early in group work, let your fellow students know that you’re dyslexic. Say, “I’m dyslexic, so I can’t read or write well, but I’m creative and can come up with ideas.” – Don’t be afraid of asking students to read things for you. You can help more if people read things aloud to you. – Research on RateMyProfessor ahead of time to find teachers that will work with you re: dyslexia. Are there any warning signs? I like choosing professors who like a lot of class participation. ASK FOR SUBSITUTIONS IF YOU NEED THEM When snow days upset the schedule at school, Hannah had to face learning material and putting together an assignment over Thanksgiving break without the help […]
Breakthrough Books: Getting Hooked On Books
Do you remember the book or books that got you hooked on reading? It's not always what you might expect. Academy Award winning actress Octavia Spencer says the only reason why she's able to read today is that she got hooked on Encyclopedia Brown books. Those books...
Going Back: Learning To Live With The New Normal
This is an old post from the early peak post-COVID times. We'll leave this up in case some of the advice is helpful. Whether it's you going back to work, or your children trying a new part-in school, part-remote school routine, many of us will be having to adjust to...
Keeping Math Alive
Among the many challenges facing dyslexic students in the midst of the pandemic is holding on to skills and continuing to make progress in the midst of disruptions and altered schedules due to the pandemic. Because so much math builds on previous knowledge, many...
Online Certifications
With some jobs and higher educations up in the air because of the pandemic, some college graduates and workers are looking to online certification programs to improve their future job prospects or salary. Certificates may be highly desirable or required for certain...
Resilience with Entrepreneur Rob Law
Across the pond, there's an entrepreneur who has a lot of grit and resilience. It might be because he was faced with adversity from day 1, because he was also born with cystic fibrosis and never expected to have a full life span. He is dyslexic, and also faced shaming...
How a 13-Year Old Dyslexic Girl Helped Save Britain: Hazel Hill
"My mother was partially dyslexic, and she had terrible trouble spelling. This got her into trouble as she was obviously highly intelligent, so teachers thought she was naughty and lazy. I think when she did mathematics, she had none of these problems, which is why it...
![Talking Through Math [Premium]](https://www.dyslexicadvantage.org/wp-content/uploads/2021/04/Talking-Through-Math-Dyslexia-318x250.png.webp)
Talking Through Math [Premium]
As the pandemic continues, more and more parents and tutors may find themselves supervising students’ math. For dyslexic students, the talking process can be especially valuable, but it may be difficult. If you are a parent or tutor helping explain a lesson or homework, it’s good to help your student talk through the steps of math; this may be especially difficult for some students. If a student has trouble finding words or has a limited working memory, talking through math may be difficult for a while until either or both of these functions develop. Such students may especially benefit when YOU talk through math, slowly and precisely. There are also ways to make the talking process easier – like having a list of math vocabulary […]
![Reading and Mathematics [Premium]](https://www.dyslexicadvantage.org/wp-content/uploads/2021/03/Frayer-Model-390x250.png.webp)
Reading and Mathematics [Premium]
“Mathematics texts are more conceptually dense than almost any other type of text…Additionally, reading mathematics often differs from other types of reading because in addition to reading left to right and top to bottom, students must jump around the page to associate text with tables, graphs, symbols, and vice-versa…” The subject of reading in math class often receives very little attention in explicit instruction, because most math teachers receive little training in the specific needs of dyslexic students; in some cases, neglect of these needs may the primary reason that students underperform in this important school subject. Math teachers get little or no instruction in teaching students with dyslexia, although dyslexic students are likely to comprise 1 in 5 of their students. “…many mathematics textbooks […]
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