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Your Brain on Math Anxiety [Premium]

This is your brain with math anxiety. In children as young as 7 years old, researchers found that activation in areas such as the amygdala and hippocampus were seen in children who had high math anxiety. The amydala and hippocampus are areas of the brain associated with fear condition and negative emotions. The children were given simple and complex arithmetic problems and asked to determine whether the answers given were right or wrong. The children  in the high and low anxiety group were matched for IQ, working memory, reading and math performance, and general trait anxiety. As a double burden, the high math anxiety group (HMA) in the figure showed lower brain fMRI activation in areas associated with math processing. So anxiety could be acting […]

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What is Dyscalculia? – Fast Facts [Premium]

“There is nothing in the IDEA that would prohibit the use of the terms dyslexia, dyscalculia, and dysgraphia in IDEA evaluation, eligibility determinations, or IEP documents.” – Michael Yudin, Department of Education “Dyscalculia is not assessed in our schools.”  – school professional Fast Facts about Dyscalculia What Is Dyscalculia?   Dyscalculia is usually defined as a difficulty with calculations or arithmetic skills that is not explained by low intelligence or inadequate schooling. How Common?  3-10% of people, 40% of dyslexics What Ages?  Dyscalculia is lifelong, although many helpful strategies can improve math achievement. When adults with dyscalculia have calculator accommodations, they can perform at high levels in even mathematics-intense disciplines.   From We Are Teachers How Do You Assess Dyscalculia?  Typically dyscalculia is assessed by calculating the […]

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[PREMIUM] Letting Go

It’s a rare person who can survive the early school years of dyslexia without some trauma. As a result, even young children have to find some way to let go of thoughtless comments, bullying, and worse. Some students starting the school year will be fighting symptoms similar to post-traumatic stress disorder because their experiences were terrible. As they return to classrooms, signs of PTSD can take the form of re-experiencing (intrusive memories, bad dreams, re-enactments, problems concentrating), numbing and avoidance (avoiding activities, talking about trauma, not participating in activities previously enjoyed), and hyperarousal (irritability, anger, difficulty sleeping). If symptoms are significant, be proactive and contact your doctor or other professional. Cognitive Behavioral Therapy, challenging negative thoughts, and mindfulness (increased self-awareness without judgment) exercises can help […]

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[PREMIUM] Tips for Listening in Foreign Language Classrooms

Although for some dyslexic students the listening component of foreign language classes is an area of strength, many have significant challenges that teachers should be aware of in order to have a successful year. MULTISENSORY AND EXPLICIT INSTRUCTION TO HELP WITH AUDITORY DISCRIMINATION Dyslexic students can have significant challenges in the auditory discrimination of quick sounds, making the accurate learning of new words especially difficult. Teach sounds in a multisensory way, using pictures and actions and also exaggerating tricky or quick sounds and clapping out syllables so no parts of words will be skipped. Some students may need to have explicit instruction in how certain sounds are generated. Working with a mirror and receiving feedback about correct mouth and tongue positions while saying certain words […]

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[PREMIUM] Letter for Teachers

As the school year starts, it’s time to open up the word processing program and get to work on a letter for your student’s teachers. Letters should be customized for the particular class, subject, grade, and student’s needs. Here’s a nice example from Trish: “You have our son, *** in your second period AP Lang class. I wanted to give you a heads up that he has an IEP with accommodations. He has been professionally diagnosed by licensed psychologists as intellectually gifted, with dyslexia and dysgraphia. Dyslexia is often referred to as an invisible disability, and ____ has in the past had either his intelligence or his disabilities underestimated, as they can camouflage each other. He is an extremely hard worker, tries hard to overcome […]

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[PREMIUM] What is Dyslexia? – Fast Facts for Teachers

THE MOST COMMON LEARNING DIFFERENCE Dyslexia is the most common learning difference, seen in up to 15-20% of the population. Dyslexia tends to run in families, but it can vary a great deal from family member to family member. IT’S NOT JUST READING Reading challenges are a central feature of dyslexia, but dyslexia-related brain differences have been detected in children before they are reading age and with appropriate intervention, reading improves significantly. There are learning strengths also associated with dyslexia that are helpful to know for educational reasons as well as future careers. FAST FACTS FOR TEACHERS #1. Dyslexic students are smart. Dyslexic students have average or higher than average intelligence. Are they receiving adequate challenge and opportunity in their daily work? Could you be […]

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Dyslexia and Firefighting [PREMIUM]

In some fire stations where members are outspoken about their dyslexia, an over-representation of dyslexia has been noted. Why is this? Firefighting is a intensely active profession where strengths of situational awareness, dynamic spatial problem solving, and teamwork all come together. Firefighting especially demands M-strengths (material reasoning), I-strengths (interconnected reasoning), and D-strengths (dynamic reasoning). In the United Kingdom, one Fire District conducted a Dyslexia Awareness program that included testing, workplace coaching, and assistive technology. They’ve identified over 70 individuals in their program so far. Dyslexic firefighters often don’t have much difficulty with the actual job of firefighting. Instead, they have trouble with timed test taking required for promotion or the paperwork and paper-based data analysis required for reporting. Here in the US, Frank Ricci is […]

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Multimedia Learning Best for Dyslexics But How to Introduce Audio? [Premium]

“To optimize learning, it is more efficient to provide children with dyslexia with extra audio.” In a recent multimedia learning test of 11 year olds and typically-reading peers, dyslexic students were found to learn most efficiently if they were provided with text + audio or audio only, rather than text-only. How often is this happening over the course of every school day? To smoothly integrate audio in classroom learning and boost a child’s efficiency of learning preparation it’s necessary and audio should already be a friend. Summer is a great time to introduce audiobooks if your kids haven’t tried them before. 1. START WITH A FAMILIAR BOOK – Start with a familiar book or book series to smooth the entry of audiobooks. It’ll be much […]

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[PREMIUM] Resources for Auditory Processing and ELLS

Pronunciation errors are often a clue that the sounds for certain words aren’t being processed accurately. Middle sounds and certain blends may be especially challenging to hear. Students who don’t hear the sounds correctly are less likely to be accurately filing different sounds associated with words, leading to inaccurate reading aloud and problematic spelling. Many students who successfully get past the basic decoding stage, flounder in this middle stage, never quite making it to fluent reading or accurate spelling. Dyslexic adults who say that their spellcheck can’t find their misspellings often have auditory processing challenges that haven’t been recognized. English Language Learners have a harder time learning sounds that don’t occur or are different in their own language (language interference). Certain curricula such as Lindamood […]

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Sight Words / Tricky Words [Premium]

Sight words are words that must be memorized by sight, rather than being sounded out phonetically. Sight words are important to learn because once children are able to read the most common 100 sight words, they can read up to 50% of most children’s literature. Mastery of the top 300 words, gives students access to 75% of what is printed in most children’s literature. It’s especially important for dyslexic students to learn their sight words with multisensory strategies because sight words account for many of the most commonly misspelled words in writing. You may hear sight words referred to by many names, such as Dolch words, Fry words, high frequency, or even Orton-Gillingham red words. The most important thing to know is that these words […]

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A Home Run Hit with Humorous Poetry [Premium]

Education Prof Benita Bruster was invited to work with five 4th grade boys identified as struggling readers. When she asked them to suggest a favorite poet, the response was not unexpected “Poetry is dumb”, “Girls like poetry”, etc. When she asked about a favorite musician, she got a rousing response – but then she countered with, “I hate to break it to you, but you all like poetry…lyrics are just poems set to music.” Drawing on some cutting edge academic research (see Turn Your Boys to Readers on page 14), Benita predicted that boys would enjoy poems that were “silly, bizarre, gross, or absurd”. She chose her start with the poem, A Wild Turkey Comments on His Portrait. “Rather than passing out copies of the […]

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