Reading and Mathematics [Premium]

Reading and Mathematics [Premium]

by | Mar 26, 2021 | , , , , , , , , ,

“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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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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Becoming More Resilient [Premium]

Becoming More Resilient [Premium]

by | Feb 4, 2020 | , , , ,

In one recent study of gifted students with LDs, the most common characteristic was FRUSTRATION. Gifted dyslexics and dyslexic students in general are more frustrated than lower IQ peers with low reading achievement and it is easy to see why. Despite high intelligence and creativity, they may have little opportunity to showcase their strengths and have trouble with the most basic building blocks of education – reading, writing, and math. Strengths that may potentially help their situation include things such an ability to reflection on oneself (metacognition), ability to problem solving, and strong verbal comprehension skills. 1. Talk to Yourself in the Third Person Talking to yourself by your name instead of saying “I ” or “you” has been shown to have more powerful positive […]

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Executive Function: What Smart People Do Differently While Learning [Premium]

Executive Function: What Smart People Do Differently While Learning [Premium]

by | Sep 15, 2019 | , , , , , , , ,

When researchers compared high IQ and average test subjects in a learning paradigm, the results were surprising. In some areas high IQ individuals work less, as might be expected by the idea that higher IQ people have more efficient brains for learning tasks, but in other areas, high IQ brains were working harder. When were high IQ brains working harder? Not prior or during the task, it seems, but when feedback was given and individuals were learning from their mistakes. From Graham et al. : “the Average IQ group failed to produce as much activation during feedback evaluation as did the High IQ group. These group differences are inconsistent with the neural efficiency hypothesis and instead suggest that the High IQ individuals were engaged in […]

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[PREMIUM] Multisensory Masters

by | Mar 27, 2019 | , , , ,

Often when the term “multisensory” is used when talking about dyslexia, math manipulatives or Orton-GIllingham curricula are what come to mind. But multisensory is much more than its association with education. Multisensory abilities and talents account for many super powers that dyslexic people use in their every day success. Strong multisensory learners may learn well by immersion, real life experiences with social interaction, personal connections, movement, and hearing, seeing, touching (and yes also smells and sometimes tastes). Some multisensory experts show expertise in certain sensory modalities – like being visually aware or particularly sensitive or having an ear for music or different aspects a peoples voices. People Reading Skills in reading people’s emotional expressions, gestures, and nonverbal cues can lead to super skills in fields […]

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The Remediated Student – WHAT TO EXPECT [PREMIUM]

The Remediated Student – WHAT TO EXPECT [PREMIUM]

by | Feb 1, 2018 | , , , , , , , ,

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 accommodations and sometimes modifications in place. What Should a Teacher Expect with a Remediated Student? Remediated students can vary a great deal depending on whether they are gifted, dysgraphic, dyspraxic, dyscalculic, have attention or working memory difficulties, or English as a Second Language. In general, though, students who have successfully been remediated are able to decode text on grade-level, but may still have slow and inaccurate reading, difficulty reading aloud, […]

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Moving to learn: The UPSIDE to Fidgeting [Premium]

Moving to learn: The UPSIDE to Fidgeting [Premium]

by | Jan 15, 2018 | , , , , ,

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 hours prior to the study. What you can see in the video is the dramatic difference in hyperactivity depending on whether the student was watching a mathematics instructional video or the pod racer scene from Star Wars. Perhaps not completely surprisingly, both ADHD and neurotypical boys showed better attention for the Star Wars video than the math instruction. Remember that ADHD is distinct from dyslexia and boys in general are […]

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Dyslexia-FRIENDLY Foreign language Instruction [PREMIUM]

Dyslexia-FRIENDLY Foreign language Instruction [PREMIUM]

by | Jan 4, 2018 | , , , , , , , , ,

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 be considered in order to help more students achieve proficiency in a second language. From Dr. Jonathan Arries: “Studies suggest that students with LDs may experience difficulties with the following tasks: 1) imitation and differentiation of vowel sounds 2) orthography 3) vocabulary acquisition 4) comprehension and memory of spoken instructions 5)reading comprehension passages 6) comprehension of written instructions 7) application of grammar rules taught inductively….Javoarsky, Sparks, and Ganschow indicate some […]

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