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...
How To Become Invincible – Sort Of
Well, maybe not invincible, but you know what we mean. There’s a new idea circulating among business leaders and entrepreneurs. It’s not mindset or grit, but of course those are important. It’s rejection therapy. Some people think part of the reason for higher than average success of dyslexic people as CEOs and entrepreneurs is that they’re pretty much bullet-proof by the time they survive unrecognized dyslexia and the stressful bullying and teasing years of childhood. So what is the therapy in rejection therapy? It’s one of the oldest ideas in psychology – exposure. Increase resistance or tolerance to rejection by seeking it out. One popularizer of the idea is Jia Jiang, a startup CEO who realized that he hated being rejected when he pitched the […]
October is National Dyslexia Awareness Month – What Will You Do?
It's hard to believe the Dyslexia Awareness Month was only officially recognized by US Congress lin 2015. Although 120 years have passed since Pringle Morgan noticed the intelligence and reading discrepancy in a student, we are still only in our infancy in terms of...
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How to Read to Kids with Dyslexia – Reading As a Conversation [Premium]
There are many good ways to read to children with dyslexia. In this post, we wanted to talk share an approach that some have called “dialogic” or like a dialogue. A dialogue is a back and forth conversation, and that is exactly how this style of reading goes. Rather than having a parent or teacher read aloud with a child listening, in dialogic reading, the adult helps the child tell the story. The acronym for this method is PEER: 1. Prompt a child to say something about the book. 2. Evaluate her response. 3. Expand the response by rephrasing and adding more detail, and 4. Repeat the prompt to make sure the child learned. Except for the first reading of the book, PEER sequences should […]
![Math Strategies for Arithmetic – Number Flexibility [Premium]](https://www.dyslexicadvantage.org/wp-content/uploads/2016/10/mental-math.jpg.webp)
Math Strategies for Arithmetic – Number Flexibility [Premium]
“Everybody could rock through their multiplication tables and I could do my ones and my twos and my zeros and my tens, and that was about it.” – Jack Laws, naturalist I’ve been enjoying a book, Mathematical Mindsets written by Stanford Professor Jo Boaler. It’s great stuff. She’ll help a lot of dyslexic students if they adopt her approaches to teaching math. The first concept is deceptively simple, but resonates with me after seeing over a decade of dyslexic students work math problems in our clinic. There is a high degree of overlap between dyscalculia and dyslexia although there is also a significant number of dyslexics who are solid or even outstanding mathematicians. The weak ones almost invariably struggle with basic math facts and require […]
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Choosing the Right Reading Level Books for Students with Dyslexia [Premium]
It’s often told to parents that a “Five Finger Rule” can help you choose whether a book is at the right reading level for a student. The rule states that if a student misses five or more words, it may be too hard, no words and it might be too easy, and three words and it’s ‘just right’. The problem for dyslexic students is that the “Five Finger Rule” may prevent them accessing print information at their intellectual level and if reading aloud is the guide for the rule, then it’s possible they may never be granted access to higher level books even if they are university professors! In fact, pioneering work by Rosalie Fink (see research paper below for Premium members), showed that accomplished […]
Q: How Can My Student Be Tested for Dyscalculia ? [Premium}
The last decade has seen a great advance in the biological understanding of dyscalculia, or math disability. The DSM V groups a specific learning disorder in math (315.1) under Specific Learning Disability along with impairment in reading (315.000) and impairment in written expression (315.2). The NIH defines dyscalculia as a condition contributes to “difficulty understanding arithmetic concepts and doing such tasks as addition, multiplication, and measuring.” It is important to identify dyscalculia, because an unrecognized LD can contribute to cycles of academic underachievement, secondary behavioral and emotional issues, and obstacles to further academic or workplace advancement. With the recent addition of high-stakes exams like the calculator-free section of the new SAT, it is even more critical that students with dyscalculia be identified. The DSM V definition includes the […]
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Teaching Bilingual ELL Students with Dyslexia in the General Classroom [Premium]
Almost 1 out of every 10 students in public school classrooms are English Language Learners (ELLs). Because dyslexia is also common throughout the world (10-15%), some ELL students are dyslexic. For ELLs, identifying dyslexia can be a complicated process, sorting out the effects of language exposure, bilingualism (or multilingualism), and vocabulary in the 2nd language. Regardless, general education teachers can incorporate many ‘best practices’ that can support all of their students whether they ELL only ELL who are also dyslexic. The challenge for teachers of bilingual students is that they may not have an easy way of knowing how to factor in a student’s prior language instruction and exposure and how that impacts dyslexia per se. Whenever possible, students benefit by academic vocabulary and concept […]
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Question: Does Note-Taking with Spellcheck Help or Hinder Students with Dyslexia ? [Premium]
It’s a question that arises commonly – does spellchecking for students help or hinder when it comes to students and spelling? The concern is that allowing students to use spellcheck on a regular basis in the long run may prevent them learning correct spellings. Should age matter or the presence of dyslexia? What about working memory overload or ADD/ ADHD? The issue is not a trivial one especially because of recent efforts to The issue is not a trivial one especially because of recent efforts to put laptops away in college during lectures based on computer-based vs. traditional note-taking by hand (N.B. this study did not specifically assess dyslexic students – see the NPR story also below). A recent paper by Hiscox and colleagues (see below) […]
![How Dyslexic MIND Strengths Integrate with Multiple Intelligences [Premium]](https://www.dyslexicadvantage.org/wp-content/uploads/2016/09/our-shutterstock-color-bulb.jpg.webp)
How Dyslexic MIND Strengths Integrate with Multiple Intelligences [Premium]
In our book, The Dyslexic Advantage, we spoke about the 4 MIND strengths common in adult dyslexics: M for Material Reasoning, I for Interdisciplinary Reasoning, N for Narrative Reasoning, and D from Dynamic Reasoning. These skill clusters and talent sets had parallels in brain systems and processes as well as careers, domains of expertise, and areas of innovation. Multiple Intelligences is a concept that was introduced by Howard Gardner of Harvard to identify specific modalities that went beyond a single intelligence or general ability. The seven he initially characterized were: musical-rhythmic, visual-spatial, verbal-linguistic, logical mathematical, bodily, kinesthetic, interpersonal, and intrapersonal. The ones he considered adding later were naturalistic (able to classify natural forms, ecological ‘receptiveness’), existential or spiritual, and teaching -pedagogical in telligence. Somewhat related […]
![Teaching Chemistry to Students with Dyslexia [Premium]](https://www.dyslexicadvantage.org/wp-content/uploads/2016/09/Screen-Shot-2019-09-09-at-10.55.40-AM.jpg.webp)
Teaching Chemistry to Students with Dyslexia [Premium]
Although High School Chemistry is required for many of the top 4 year liberal arts colleges and college Chemistry is a necessary requirement for many majors and careers that many dyslexic students excel in like engineering or medicine, there is a surprising lack of resources available to students having their first encounter with chemistry – and that may make things tricky, especially if they’re also juggling a full load of classes. For Premium subscribers, here are a few tips and strategies for surviving and even thriving at chemistry. Chemistry can be a field that dyslexics do extremely well at because they can visualize, rotating molecules in space, and picture their interactions and energy transformations. The main challenge is often at the beginning – when all the […]
![How Herd Aversion Helps Adult Dyslexics [Premium]](https://www.dyslexicadvantage.org/wp-content/uploads/2016/09/Screen-Shot-2019-09-09-at-10.33.07-AM.jpg.webp)
How Herd Aversion Helps Adult Dyslexics [Premium]
“I have herd aversion to the point it’s ridiculous.” – Vince Flynn In our earliest interviews with adult dyslexics in research for our book, a recurring theme of “herd aversion” emerged. Herd aversion or tendency to avoid group think – seems to be a common feature among some of the most innovative and pioneering men and women that we’ve had the pleasure of knowing. Some may point to early childhood experiences of having to “go against the grain” or figure things out on their own, but regardless, as adults, it takes a lot of gutsiness because there can be a lot of messages from the world telling you that they don’t get you or that you’re flat out wrong. Fortunately, there are lots of disciplines […]
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[Premium] Sorting Out the Differences Between Dyslexia and ADD / ADHD
On one level, Dyslexia and ADD / ADHD would seem quite different, but in reality, we are only at the beginning of our understanding of how the two might overlap and be different. Both Dyslexia and ADD / ADHD were initially characterized by their negatives – Dyslexia by difficulty learning to read, and ADD / ADHD by difficulty paying attention. Today we know that for both, positive qualities like higher levels of creativity and ability can be associated as well as negatives, and researchers are only now beginning to take a more careful look at what these two designations imply. For those who don’t know, as a group, children with ADD / ADHD score lower on many tests of phonology and reading comprehension, theoretically because of their […]
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[Premium] Q & A: Can People with Dyslexia Learn Speed Reading ?
This question comes up frequently. Can older dyslexic students and adults learn ‘speed reading’ and if so, how? The short answer is YES, but it’s only usually a subset of people who can do this. Young children who are still struggling with decoding are not good candidates for speed reading, but some upper elementary and older folks may be able to do it – although when they do they will likely be skimming and not reading all the words. Recently a member of our community volunteered to share her son’s experiences with speed reading. Rather than doing software or an app, she took the low-tech approach with a workbook and exercises that had her timing her son as he read books of their own […]
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[Premium] What to Do If a Reading Curriculum Doesn’t Work
It happens to everybody. You research a curriculum thoroughly or it gets through several levels of a review and then you put it into action and… it just doesn’t connect. What do you do? There are several common reasons why a curriculum doesn’t connect with a particular student – and so some trial and error and modification need to take place. The most common reasons that certain curricula fail for a particular student include: 1. Going Too Fast Because there can be difficulty registering information accurately (sounds, letters, words), a student may need to slow the pace down considerably if the lessons aren’t sinking in. It may seem counterintuitive if you feel a student is slipping farther behind, but reducing work and simplifying […]
Critical Review of the Use of Strattera on Healthy Children with Dyslexia
In a controversial paper, Dr. Sally Shaywitz and colleagues at the Yale Center for Dyslexia and Creativity and the Eli Lilly Pharmaceutical Company have authored a paper that examines the effect of the norephinephrine uptake inhibitor Atomoxetine (Strattera) on...
Why It’s Important to Say Dyslexia But Also Support Its Strengths
What is Dyslexia? Dyslexia is a brain-based learning difference with a strong genetic basis. It characterized by unexpected difficulties in fluent reading and specific patterns of difficulty with writing, spelling, and sometimes math as well as strengths in...
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Q & A: Can Someone Be Both Dyslexic and Autistic ? [Premium]
QUESTION: Is it Possible to Have Both Dyslexia and Autism? The short answer is yes, but it’s likely not very common and in general many of the features of dyslexia and autism are opposite. By strict criteria, low IQ and autism are excluded from the diagnosis of dyslexia. However, it is not difficult to speculate that a child with family dyslexia could also have autism either through inheritance or through some environmental factor. The main thing to consider is that it may be much more common that a child with dyslexia has social factors unrelated to autism or a child with autism has reading and writing problems unrelated to dyslexia. In fact, typically dyslexic and autistic children have different cognitive, memory, and perceptual patterns although they […]
Why Dyslexics Excel in Real Estate
"When I see a property I can instantly construct a new house on it. I can see exactly how that house is going to look, and I can walk through every room in that house, and out into the garden, and everywhere. I can turn my thoughts into reality...I can do a detailed...
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Why It’s Hard to Proofread and Read Fluently [Premium]
It can be maddening. You look and look you just don’t see it. Later you pass your work along, you see all the thing you hadn’t seen the first time round. What’s going on ? You’ve experienced a ‘trick’ of perception. In our clinic, when trying to explain the phenomenon to children, we often use the analogy of optical illusions…when you see something that’s not there or you miss something – that later you can’t believe you could see at the start. These tricks of perception are what adds to the time needed for many dyslexic students on classroom and standardized exams. It accounts for why some teachers may be flabbergasted by a student’s need for extended time, when they seem so quick with problem solving […]
Different Brain Connectivity Patterns for Dyslexics During Literacy Development
In a report from NeuroImage, researchers reported a different pattern of connectivity as children matured from pre-readers (6 years) to emerging readers (8 years) to readers (12 years). This study provides additional evidence that dyslexic children's path to literacy...
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