This category can only be viewed by members. To view this category, sign up by purchasing Premium, Premium Institutional 1 Year or STEM for Every Student - Dyslexia and More.
Math Strategies for Arithmetic – Number Flexibility [Premium]

Math Strategies for Arithmetic – Number Flexibility [Premium]

by | Oct 10, 2016 | , , , , , ,

“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 […]

Bookmark

Please login to bookmark
Close
To access this post, you must be a Premium subscriber. log in

Bookmark
Please login to bookmark Close
read more
Choosing the Right Reading Level Books for Students with Dyslexia [Premium]

Choosing the Right Reading Level Books for Students with Dyslexia [Premium]

by | Oct 7, 2016 | , , , , , , , ,

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 […]

Bookmark

Please login to bookmark
Close
To access this post, you must be a Premium subscriber. log in

Bookmark
Please login to bookmark Close
read more
Q: How Can My Student Be Tested for Dyscalculia ? [Premium}

Q: How Can My Student Be Tested for Dyscalculia ? [Premium}

by | Oct 5, 2016 | , , , , , , , , ,

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 […]

Bookmark

Please login to bookmark
Close
To access this post, you must be a Premium subscriber. log in

Bookmark
Please login to bookmark Close
read more
Teaching Bilingual ELL Students with Dyslexia in the General Classroom [Premium]

Teaching Bilingual ELL Students with Dyslexia in the General Classroom [Premium]

by | Oct 4, 2016 | , , , , , ,

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 […]

Bookmark

Please login to bookmark
Close
To access this post, you must be a Premium subscriber. log in

Bookmark
Please login to bookmark Close
read more
Question: Does Note-Taking with Spellcheck Help or Hinder Students with Dyslexia ? [Premium]

Question: Does Note-Taking with Spellcheck Help or Hinder Students with Dyslexia ? [Premium]

by | Oct 3, 2016 | , , , , , , ,

 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) […]

Bookmark

Please login to bookmark
Close
To access this post, you must be a Premium subscriber. log in

Bookmark
Please login to bookmark Close
read more
How Dyslexic MIND Strengths Integrate with Multiple Intelligences [Premium]

How Dyslexic MIND Strengths Integrate with Multiple Intelligences [Premium]

by | Sep 26, 2016 | , , , , , ,

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 […]

Bookmark

Please login to bookmark
Close
To access this post, you must be a Premium subscriber. log in

Bookmark
Please login to bookmark Close
read more
Teaching Chemistry to Students with Dyslexia [Premium]

Teaching Chemistry to Students with Dyslexia [Premium]

by | Sep 22, 2016 | , , , , , , , , , ,

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 […]

Bookmark

Please login to bookmark
Close
To access this post, you must be a Premium subscriber. log in

Bookmark
Please login to bookmark Close
read more
How Herd Aversion Helps Adult Dyslexics [Premium]

How Herd Aversion Helps Adult Dyslexics [Premium]

by | Sep 21, 2016 | , , , , , , ,

“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 […]

Bookmark

Please login to bookmark
Close
To access this post, you must be a Premium subscriber. log in

Bookmark
Please login to bookmark Close
read more
[Premium] Sorting Out the Differences Between Dyslexia and ADD / ADHD

[Premium] Sorting Out the Differences Between Dyslexia and ADD / ADHD

by | Sep 20, 2016 | , , , , , , , , ,

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 […]

Bookmark

Please login to bookmark
Close
To access this post, you must be a Premium subscriber. log in

Bookmark
Please login to bookmark Close
read more
[Premium] Q & A: Can People with Dyslexia Learn Speed Reading ?

[Premium] Q & A: Can People with Dyslexia Learn Speed Reading ?

by | Sep 19, 2016 | , , , , ,

  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 […]

Bookmark

Please login to bookmark
Close
To access this post, you must be a Premium subscriber. log in

Bookmark
Please login to bookmark Close
read more
[Premium] What to Do If a Reading Curriculum Doesn’t Work

[Premium] What to Do If a Reading Curriculum Doesn’t Work

by | Sep 15, 2016 | , , , , , , , ,

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 […]

Bookmark

Please login to bookmark
Close
To access this post, you must be a Premium subscriber. log in

Bookmark
Please login to bookmark Close
read more
Q & A: Can Someone Be Both Dyslexic and Autistic ? [Premium]

Q & A: Can Someone Be Both Dyslexic and Autistic ? [Premium]

by | Sep 6, 2016 | , , , , , , , , ,

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 […]

Bookmark

Please login to bookmark
Close
To access this post, you must be a Premium subscriber. log in

Bookmark
Please login to bookmark Close
read more

Speak

To listen, select text and click sound button

WATCH NOW

OSPI STEM Course – STEM for Diverse Learners

Dyslexia and Gifted: Course for Psychologists

Dyslexia for Teachers Course

SPONSORS

    Discover Your Dyslexic MIND Strengths
                                    Free

 

 

 


Amazon Affiliate Notice

Dyslexic Advantage is an Amazon Affiliate. If you click on a link that takes you to the Amazon store, Dyslexic Advantage may earn money on qualifying purchases. Clicking HERE to enter Amazon and making a purchase may support Dyslexic Advantage. Thank you!