Preparing with Templates and Posters [Premium]

Preparing with Templates and Posters [Premium]

When interviewing accomplished people of all sorts who are also dyslexic, there are some recurring themes – and one is, “I learned how to do the ‘dyslexic thing,’ you know, overprepare.”     In some cases that means committing more hours to something – whether it was oral presentation or final project or job rotation. But often, it’s not just extra time spent; it’s also learning how to streamline certain repetitive features along the lines of “plan better” and not just “work more.” I was recently reminded of this when a social worker posted her work hacks for school and for work. One example is creating a template for her case notes:   The template streamlines repetitive information that needs to be covered and reduces […]

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Managing Information with Concept Maps [Premium]

Managing Information with Concept Maps [Premium]

Although many people may use the terms “concept map” and “mind map” interchangeably, mind maps tend to be simpler, relating information to a central topic, whereas concept maps seek to cover more complex subjects, relating different parts to each other. Concept maps can be used to simplify material because different information can be grouped together and in the making of the map it can be easier to see how new knowledge builds on old. The process of making a concept map also transforms learning into an active process and students who are strong personal and experiential learners may remember the process better than reading through notes again and again. For students who say that they get lost in class, doing a concept map can help […]

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Quick or Slow Remediation? [Premium]

Quick or Slow Remediation? [Premium]

The learning challenges of dyslexia can be very mild or quite severe, but the severity of challenges are not the sole determination of whether remediation will be quick or slow. Once we visited an elite private school for dyslexia on the East Coast. Their aim to get students through their program in 2 years, in part, was successful. The school had solid training of its teachers and great resources, but the program was not unlike other structured literacy programs. Why was it that they could get students through so fast with their programs? Part of the answer was the strict criteria they had for student admission. With a long waitlist for spots, they had decided to accept to their program only students who had strong […]

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Helping Severe Dyslexia – Part 2  Word Learning and Vocabulary [Premium]

Helping Severe Dyslexia – Part 2 Word Learning and Vocabulary [Premium]

 In our previous post on Severe Dyslexia, we talked about 6 steps required to read: 1. Seeing 2. Visual Recognition of Words 3. Matching Letters and Words to Sounds – Phonemic Awareness 4. Matching Words to Word Meaning 5. Saying Words 6. Comprehending Text In that post, we talked about how different readers may have difficulty with the visual aspects of reading, whereas others have trouble with sound. Other areas where children or adults can have trouble are in the areas of learning and remembering word meaning, speech output, and finally reading comprehension in text form. It’s important to be able to target these areas because it helps prioritize needs and also could explain while more progress isn’t being made. One student may need intensive remediation in […]

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

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

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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How Dyslexia Changes at Different Ages [Premium]

With all of the advances in our understanding of early intervention, dyslexia in older students and young adults often gets short shrift. The paper by Dr. Kathleen Niesen and colleagues has some interesting findings that have important points for identification, accommodations, and understanding of both the challenges and strengths of adolescents and young adults with dyslexia. Importantly, the authors made this point: “…if dyslexia was not diagnosed earlier in schooling, young adults do not qualify for accommodations even if as adolescents and adults they meet research criteria for dyslexia on evidence-based assessment. Such assessment practices do not seem fair or sensible or consistent with the spirit of the Americas for Disabilities legislation.” The point made was that dyslexia missed in the early grades usually meant dyslexia […]

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[PREMIUM] Forgetting Can Make You Smarter

[PREMIUM] Forgetting Can Make You Smarter

In a viral video shared on our Facebook feed, Truth Theory shared the gist of a recent research report in the prestigious journal Neuron. There may be good reason why researchers’ new understanding of memory might make sense for many dyslexic people and why it may explain the perplexing memory challenges that many dyslexic students experience in school although their ability to grasp the deeper concepts and patterns may put them way ahead of classmates. From Science Daily, “two University of Toronto researchers propose that the goal of memory is not to transmit the most accurate information over time, but to guide and optimize intelligent decision making by only holding on to valuable information.” “It’s important that the brain forgets irrelevant details and instead focuses […]

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Additional Resources from Premium Issue 26 [Premium]

Additional Resources from Premium Issue 26 [Premium]

  Additional Premium Resources  February 2018 Issue 26. You must be logged into your account to access: False Memories, Verbatim vs. Gist Recall, Persistence and Transcience of Memory, and Visual Perceptual and Handwriting Skills of Student with Dyspraxia (DCD). False memory for orthographically vs semantically similar words in adolescents with dyslexia.     Verbatim and Gist Recall of Sentences by Dyslexia and Non-Dyslexic Adults The Persistence and Transience of Memory Visual perceptual and Handwriting Skills in Children with Developmental Coordination Disorder      

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DROPPING OUT BECAUSE OF FOREIGN LANGUAGE [Premium]

DROPPING OUT BECAUSE OF FOREIGN LANGUAGE [Premium]

  At Harvard University in the 1970s, a clinical psychologist made a startling discovery. Intending to study the emotional problems that caused students at one of the world’s elite universities to drop out of school to drop out, he found out instead that the most common reason students dropped out of their degree programs was that they were unable to satisfy Harvard’s foreign language requirement. “Dinklage described three groups of students who were otherwise, bright, gifted, and highly motivated, but who remained unsuccessful in the foreign language classroom. He reported that these students were not helped by merely improving study habits or by adjusting to postsecondary demands.” The 1st group of students demonstrated problems in written language that were most apparent in “the student’s reading […]

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ACTING  WITH DYSLEXIA [Premium]

ACTING WITH DYSLEXIA [Premium]

There are some dyslexic children who seem to be natural actors and actresses at early ages and their talent and imitating the gestures, voices, and personalities of others seems almost from birth. What are the strengths and talents that make so many dyslexic people talented actresses and actors? For some it may be emotional empathy, others, an ability to visualize events and personal interactions cinematically, and still others, a love of ‘getting into the heads’ of so many characters. Some drama schools report as many as 30% of their students are dyslexic, so dyslexia seems to be over-represented in these school compared to the general population. Some researchers have observed that as a group, dyslexics are more likely to visualize events upon reading text than […]

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