Free Structured Literacy Resources [Premium]

Free Structured Literacy Resources [Premium]

by | May 21, 2021 | , , , , , , , , , , , ,

Even if these are unprecedented frustrating times for instruction due to the pandemic, there are occasional upsides – like the increased availability of free resources about structured literacy now available on the web. In many respects, it’s never been easier to sample different curricula, look at how others introduce lessons, and take advantage of free resources posted online. As an example, for those using the Wilson system, here is a teletherapy site where teachers have uploaded lessons.   Here is a board that can be used if you’d like to work with a student remotely or simply give your student digital manipulatives for lessons. https://sites.google.com/view/teletherapyforwilsonproviders/home           Work directly online with a board HERE. Get a copy of the board HERE.   […]

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Guiding and Teaching Tortoises and Hares [Premium]

Guiding and Teaching Tortoises and Hares [Premium]

by | May 9, 2021 | , , , , , , , ,

Now the preceding article might suggest that the issue of processing speed is a simple one for individual students, but as George Dorry alluded to in his article, The Tortoise Hypothesis, there may be other factors involved. George’s article is a bit tongue-in-cheek, but he raises the practical complexities of trying to figure out just what is going on with a particular student. George again: “If you were hoping for a single benign explanation for processing speed difficulties, ‘abandon all hope ye who enter here’.” There are many to consider. As you read the following descriptions, remember that these hypotheses are not mutually exclusive. They may be co-occurring, or they only occur in some circumstances and not in others… Under ODD or Oppositional Defiant Disorder, […]

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Sneaky Free Ways To Get Kids Reading [Premium]

Sneaky Free Ways To Get Kids Reading [Premium]

by | Apr 29, 2021 | , , , , , , ,

We all know the drill – we want kids to read so that reading gets easier so it’s more fun to read, but it’s too hard to read now, so they don’t read, there’s no practice, and reading comes to a standstill.   So how can we get them to read?     HELP THEM FIND THE RIGHT BOOK AT THE RIGHT LEVEL In order for students to enjoy reading, a book should be at the right level for their interest, but also right level for their current reading level.   FINDING THE LEXILE LEVEL THEN SELECT THE ‘JUST RIGHT’ BOOKS IN YOUR PUBLIC LIBRARY It’s estimated that almost 1/2 of public school children have been assigned a Lexile Level based on their most recent […]

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Processing Speed and Dyslexia [Premium]

Processing Speed and Dyslexia [Premium]

by | Apr 25, 2021 | , , , , , , ,

“I’m still slow at reading but I’ve learned to adjust…while you will have dyslexia for the rest of your life, you can dart between the raindrops to get where you want to go. It will not hold you back.” – Steven Spielberg WHAT IS PROCESSING SPEED? Processing speed generally refers to the speed required to take in information, do cognitive work, and respond. For dyslexic children and adults, processing speeds can vary dramatically depending on the types of stimuli, types of mental work, and types of responses expected.   PROCESSING SPEED CHANGES AND CHANGES OVER TIME In the setting of dyslexia, processing speeds for different tasks also vary dramatically with age. Typical “late-blooming” children may be much slower than same age peers in early grade […]

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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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Expressive Language Difficulties & Dyslexia? [Premium]

Expressive Language Difficulties & Dyslexia? [Premium]

by | Feb 14, 2020 | , , , ,

Perhaps because dyslexia is already woefully under-identified in today’s schools, the expressive language aspects of dyslexia have taken a back seat in the schools as well as by researchers. Yet, on a daily basis, it may be helpful for dyslexic children and adults to know that expressive difficulties they may indeed be associated with dyslexia. In fact, knowledge about oral expressive language difficulties and dyslexia dates back at least to Samuel Orton in 1925. For those who would like to read more about this point from speech language pathologists, read HERE. A typical pattern is for preschoolers to have some mild noticeable difficulties in speech intelligibility. Error patterns may be corrected and a student is discharged from speech therapy. By the time a student reaches […]

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