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![Too Much Homework for Dyslexic Students [Premium]](https://www.dyslexicadvantage.org/wp-content/uploads/2023/12/Should-I-help-with-homework-da-400x250.jpg)
Teaching Common Core Academic Vocabulary to Students with Dyslexia [Premium]
Academic Vocabulary are words that usually appear in higher educational settings or advanced texts rather than everyday conversational speech. Before the Common Core, most language arts programs had little emphasis on explicit teaching of academic words, but direct instruction is often very important for students with dyslexia because it contributes significantly to test performance and reading comprehension of complex texts. In addition, lack of mastery of complex vocabulary can hold students back from pursuing advanced degrees and success in academic vocabulary text-heavy STEM careers like science and engineering. Why Academic Vocabulary May Be Hard for Dyslexic Students to Learn There are several reasons why dyslexic students may have greater difficulty with academic vocabulary: – many academic words are long and hard to read – many academic words […]
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![Helping Severe Dyslexia – Part 2 Word Learning and Vocabulary [Premium]](https://www.dyslexicadvantage.org/wp-content/uploads/2015/12/severe-dyslexia-part-2.jpg)
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]](https://www.dyslexicadvantage.org/wp-content/uploads/2016/06/woman-thinking-our-shutterstock.jpg)
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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![Q & A: Can I be a Doctor if I am Dyslexic? [Premium]](https://www.dyslexicadvantage.org/wp-content/uploads/2016/06/doctor-image-dyslexia-our-shutterstock.jpg)
Q & A: Can I be a Doctor if I am Dyslexic? [Premium]
Answer: Yes. Absolutely. There have been many famous physicians who were dyslexic, and many today that you might not know who are dyslexic because many don’t identify in the workplace and many more weren’t formally identified. The typical profile of a dyslexic physician is to have had early troubles in elementary school, then a jump in abilities in middle to high school, and then further jump up in college and medical school. There are probably several reasons why medicine can be a popular occupation for adult (often gifted) dyslexics. First, it is a complex domain to master that nevertheless also requires an ability to grasp the big picture, make decisions, and execute a plan. Medicine is based on science, which is a strong suit and […]
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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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![Strategies for Addressing Math Mistakes [Premium]](https://www.dyslexicadvantage.org/wp-content/uploads/2019/08/math-dyslexia-shutterstock.png)
Strategies for Addressing Math Mistakes [Premium]
Working memory mistakes in math include mistakes such as losing place in problems, errors due to missed steps or key information, calculation errors like near-misses or reversed digits, directional errors, or procedural errors like errors of grouping or carrying. In the video below, teacher Leah Alcala shares how she decided to change how she graded math mistakes in her class. Instead of putting a grade, she highlights mistakes and then gives examples of mistakes and the correct answers in class. Students have a chance to retake their test and better their final scores. This clever approach takes advantage of memory as well as intrinsic motivation and boosts what students learn in math by the time they complete her class. Working memory is such a common […]
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![The Moral Harm of Dyslexia Unawareness [Premium]](https://www.dyslexicadvantage.org/wp-content/uploads/2019/08/Screen-Shot-2019-08-30-at-9.00.44-AM.jpg)
The Moral Harm of Dyslexia Unawareness [Premium]
Primum non nocere. – Latin Saying (First, do no harm) The Latin Saying Primum non-nocere may not have originated with Hippocrates, however the advice is also like a laser beam focused on the greatest harm that comes from dyslexia unawareness.It’s a tragedy that so many negative ripples can affect and direct a young person’s life when dyslexia is not recognized, students are accused of not trying, scolded, shamed, and worse. The reality is that a student isn’t getting an appropriate education or the positive encouragement that they should.
The truth about being dyslexic is that it comes with many strengths and advantages. Dyslexic adults outperform non-dyslexics in spatial reasoning, divergent creativity and problem solving, and incidental learning. The dyslexia legacy includes some of the […]
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![[PREMIUM] How to Talk About Dyslexia in Interviews](https://www.dyslexicadvantage.org/wp-content/uploads/2019/08/Screen-Shot-2019-08-29-at-4.14.40-PM.jpg)
[PREMIUM] How to Talk About Dyslexia in Interviews
Although it’s not required to disclose one’s dyslexia in job interviews, many people make decisions to do so. Some want to be assured that they are joining a workplace that is welcoming to dyslexic employees. Others feel as if they want to be open with their prospective employer, while others choose to disclose for other personal reasons. Regardless of the reason, if you’ve decided to disclose, interview prep can only be be helpful. “If [the medical disability] is not obvious, unless it is germane for the actual job, I don’t think it’s necessary to discuss it during an interview.” – Roy Grizzard, Assistant Secretary for Disability Employment Policy at the US Department of Labor. 1. HOW MIGHT OUR PROGRAM NEED TO BE MODIFIED TO […]
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![MATH: The Problem with Word Problems [Premium]](https://www.dyslexicadvantage.org/wp-content/uploads/2019/08/word-problems-scaled.jpg)
MATH: The Problem with Word Problems [Premium]
For dyslexic students, the problem with word problems isn’t just the fact that they have to be read without error – but that there are many aspects of the language commonly found in word problems that will frustrate many dyslexic students if they aren’t explicitly taught where confusions arise. Here are just a few language-based sources of difficult that arise in the reading of math word problems: #1. PASSIVE VOICE Many students need to be explicitly taught about passive voice in grammar. Math problems frequently lapse into passive voice without any attention to the differences that may occur in meaning. For example, consider the differences in 8 divided by 2, 8 is divided into halves, and 8 is divided by half. In the first case, […]
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![STRENGTHS MATTER: Intelligence and Dyslexia [Premium]](https://www.dyslexicadvantage.org/wp-content/uploads/2019/08/annie-spratt-OyJweKTYGbs-unsplash.jpg)
STRENGTHS MATTER: Intelligence and Dyslexia [Premium]
Parents and dyslexia advocates should beware – there are vocal proponents arguing against the importance of intelligence and / IQ in determining the educational needs of students with dyslexia. As far as it seems we have come with dyslexia (more states with dyslexia-specific laws, mandatory teacher training), there are areas where the concept of specific learning disability and the definition of dyslexia is coming under attack. SOME “EXPERTS” BELIEVE INTELLIGENCE IS IRRELEVANT FOR EDUCATING DYSLEXIC STUDENTS As surprising as it may seem, Past IDA Vice President Dr. Louisa Moats has argued through questionable selection of data there are “negligible cognitive differences between ‘LD’ and ‘Poor Reader’ ” groups. From her presentation online HERE, she states “Garden variety poor readers” are numerous and very much like […]
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![[PREMIUM] What Wild Guesses are Telling You on Read Aloud](https://www.dyslexicadvantage.org/wp-content/uploads/2019/08/Screen-Shot-2019-08-29-at-4.06.02-PM.jpg)
[PREMIUM] What Wild Guesses are Telling You on Read Aloud
After initial success with the basics of decoding, students may begin to flatten out in their progress as the words and sentences get longer and more complex. Many reading programs focus on monosyllabic words when teaching phonics, but the problem is by the 5th grade, more than 90% of new words are polysyllabic… and more variations can exist in how vowel sounds can be pronounced when they are surrounded by consonants. From a recent helpful article Helping Students with Dyslexia Read Long Words: When Nicholas read “advice” for “adventure,” he didn’t know how to break down the word “adventure” into syllables. The word “beautiful” was read as “beetle” because he could see the letters “b,” “t,” and “l,” but didn’t know how to figure […]
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