Strategies Archives - Page 10 of 21 - Dyslexia | Dyslexic Advantage

STRATEGIES FOR THE MOST COMMON SPELLING MISTAKES: THE SCHWA [Premium]

STRATEGIES FOR THE MOST COMMON SPELLING MISTAKES: THE SCHWA [Premium]

by Dyslexic Advantage Team | Feb 13, 2017 | Curriculum, dyslexia, Education, Language Arts, Learning, Premium, Premium Content, Spelling, Strategies, Teachers, Teaching

Once you learn how to recognize the ‘schwa’, you’ll start recognizing them everywhere! In linguistics, the schwa sound is represented by an upside-down ‘e’ and the mouth position is a lot like the ‘uh’ sound in ‘butter’. It contributes to lots of misspellings in dyslexic students (and actually non-dyslexic students too) so recognizing the patterns can significantly improve all-round spelling performance. STRATEGY 1: EXAGGERATE / MISPRONOUNCE THE SCHWA One surprisingly easy strategy is to exaggerate and deliberately mispronounce a word in order to remember the correct spelling. For instance, the-thee reminds you that the schwa is spelled with an ‘e’. Look at the following 3 objects: monitor, computer, and calendar. To remember -or, -er, and -ar, a student can pronounce monitor as mon-i-TOR, exaggerating the […]

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DROPPING OUT BECAUSE OF FOREIGN LANGUAGE [Premium]

DROPPING OUT BECAUSE OF FOREIGN LANGUAGE [Premium]

by Dyslexic Advantage Team | Feb 8, 2017 | Accessibility, Accommodations, College, dyslexia, ELLs, Foreign Language, Language Arts, Learning, Memory, Premium, Premium Content, Strategies

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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Latest Research: Repetition As a Poor Way to Teach Dyslexics [Premium]

Latest Research: Repetition As a Poor Way to Teach Dyslexics [Premium]

by Fernette Eide | Dec 22, 2016 | Being Dyslexic, Brain, dyslexia, Education, Executive Function, Learning, Memory, Premium, Premium Content, Reading, Research, Strategies, Teachers, Writing

In groundbreaking research, researchers at MIT or the Massachusetts Institute of Technology reported that dyslexic children and adults have “a diminished ability to acclimate to a repeated input in their paper titled “Dysfunction of Rapid Neural Adaption in Dyslexia.” Like many research papers, dyslexia is seen through a negative lens (‘dysfunction’) and the take-home points through university press releases, similarly so, however the findings are interesting ones and fit with an evolving picture of dyslexia as a learning difference (rather than disease or disability) that extends beyond reading and has ramifications for many aspects of education. “It’s a difference in the brain that’s not about reading per se, but it’s a difference in perceptual learning that’s pretty broad,” says John Gabrieli, who is the study’s […]

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[PREMIUM] Tips from a Dyslexic World Memory Champion

[PREMIUM] Tips from a Dyslexic World Memory Champion

by Dyslexic Advantage Team | Nov 12, 2016 | dyslexia, Education, Memory, Premium, Premium Content, School, Strategies, Teachers

When people say they would like to ‘brain train’ or get smarter for school, they often mean they want to make their brains more efficient – so they learn more, but also work less. One of the most straightforward ways to do this is to boost memory – and for most dyslexic people, the way you train may be more important than how hard or how much. We talk about memory trade-offs a bit in our book, The Dyslexic Advantage, but briefly, in general, dyslexic people of all ages tend to show a preference for personally-experienced memories rather than dry facts that need to be memorized by rote. A trick for memorizing more efficiently is to take the dry stuff and transform it into something […]

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Memory: Why Drill Can Kill – and What to Do Instead [Premium]

Memory: Why Drill Can Kill – and What to Do Instead [Premium]

by Fernette Eide | Nov 9, 2016 | Brain, Math, Premium, Premium Content, Strategies, Teachers, Teaching

It would almost seem without question that repetition should be helpful for learning, but researchers have found that if repetitions are too much and too long (longer than 10 seconds in one paradigm), further repetition caused poorer memory and word retrieval rather than better! From one of the papers below: “Both Experiments 1 and 2 demonstrated a striking and clear violation of the memory benefits typically associated with repetition. Specifically, increasing the rehearsal time of a word did not yield a straightforward monotonic increase in performance on a later free association test; rather, it led to a nonmonotonic effect, with performance initially increasing, but then declining with longer repetition durations.” The reason for this effect is currently being studied, but the researchers speculated that the increased forgetting […]

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Bridging the Gap to Reading Long Words [Premium]

Bridging the Gap to Reading Long Words [Premium]

by Fernette Eide | Nov 4, 2016 | dyslexia, Fluency, Language Arts, Premium, Premium Content, Reading, Science, Strategies, Teachers

In our last post, we wrote about the 3rd grade gap or wall. Dyslexic students typically get through the hard slog of phonemic awareness and then parents and teachers breathe a sigh of relief. Many times, the extra work fades away and students are integrated back into their usual classroom routine. All seems well, but a problem may remain. Reading remains effortful and the complexity of the text goes up. Students may not be able to keep up. With little extra help and too little time to complete assignments, the “guess and go” approach may dominate the reading strategy so that the gap between peers increases. A large part of the problem may be that students have not effective strategy to read long words. These problems can come […]

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Dyslexic Advantage Premium – Issue 11 Organizing Creativity [Premium]

Dyslexic Advantage Premium – Issue 11 Organizing Creativity [Premium]

by Fernette Eide | Oct 29, 2016 | Being Dyslexic, Dyslexic Advantage Magazine, Learning, Memory, Premium, Premium Content, Stealth Dyslexia, Strategies, Teachers, Technology

Premium Issue 11 October 29, 2016 Organizing Creativity, Stealth Dyslexia, Dyslexia and Self Image, Memorizing for School, What Worked for 2E Gifted Dyslexics, Art Therapy for Dysgraphia, Hands-On Math for Fractions, More Interactive Reading Strategies, Mastering Foreign Languages and More This issue has memory strategies that seem to be helpful for a majority of dyslexic folk – whether it’s history facts, science vocabulary, or foreign languages. Subscriptions support Dyslexic Advantage. [/wcm_restrict] Bookmark Please login to bookmark ClosePlease login to access.

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How to Read to Kids with Dyslexia – Reading As a Conversation [Premium]

How to Read to Kids with Dyslexia – Reading As a Conversation [Premium]

by Fernette Eide | Oct 11, 2016 | dyslexia, Education, ELLs, Fluency, Language Arts, Premium, Premium Content, Reading, Strategies, Teachers, Teaching

There are many good ways to read to children with dyslexia. In this post, we wanted to talk share an approach that some have called “dialogic” or like a dialogue. A dialogue is a back and forth conversation, and that is exactly how this style of reading goes. Rather than having a parent or teacher read aloud with a child listening, in dialogic reading, the adult helps the child tell the story. The acronym for this method is PEER: 1. Prompt a child to say something about the book. 2. Evaluate her response. 3. Expand the response by rephrasing and adding more detail, and 4. Repeat the prompt to make sure the child learned. Except for the first reading of the book, PEER sequences should […]

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Teaching Chemistry to Students with Dyslexia [Premium]

Teaching Chemistry to Students with Dyslexia [Premium]

by Fernette Eide | Sep 22, 2016 | College, dyslexia, Education, Premium, Premium Content, School, Science, Strategies, Teachers, Teaching, Technology

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 […]

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[Premium] Math Journal Club: Strategic Instruction for Fractions

[Premium] Math Journal Club: Strategic Instruction for Fractions

by Fernette Eide | Aug 30, 2016 | Dyscalculia, dyslexia, Math, Premium, Premium Content, RTI, Strategies, Uncategorized

This past week, researchers published an interesting study that suggested that students should receive explicit instructions about why certain approaches are chosen for certain types of math programs. As it turns out, studies of strategic math instruction seems to especially benefit students with “learning disabilities.” This approach should be valuable to students with dyslexia because rather than having to memorize multiple steps of math problem solving, they learn to recognize the different categories of problems that are presented giving them the opportunity to choose the approach that is best for them. Rather than presenting with a large quantity of math problems that they are left to solve on their own, students are first divided into groups depending on how they initially choose to solve a problem. Rather […]

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Understanding Processing Speed and Dyslexia [Premium]

Understanding Processing Speed and Dyslexia [Premium]

by Fernette Eide | Aug 25, 2016 | Accommodations, Dyspraxia, Math, Memory, Music, Premium, Premium Content, Reading, Strategies, VIsual, Writing

When families come together to discuss test scores, no group of scores surprises them as much as “Processing Speed.” Processing Speed scores on psychometric exams might mean Coding and Symbol Search scores on the WISC intelligence exams or Visual Matching and Paired Cancellation on the Woodcock Johnson. Processing Speed scores on these subtests are typically lower for dyslexic students, but on other tasks like Decision Making and in real life, these students may be quite quick and even quicker than their peers at various tasks such as insight-based problem solving or situational awareness (helpful for athletics, for instance). Understanding the true significance of Processing Speed Difference in Dyslexia, then is important not only for recognizing when accommodations may be appropriate school, but also for identifying […]

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Teaching Science to Students with Dyslexia – Middle School [Premium]

Teaching Science to Students with Dyslexia – Middle School [Premium]

by Fernette Eide | Aug 23, 2016 | dyslexia, Dyslexic Advantages, Famous People with Dyslexia, Premium, Premium Content, Science, Strategies, Teachers

Adolescents are at a stage of development when they need to be in an environment where they can experience independence, growth, cooperation, and creativity; however, the typical middle school provides an environment that stresses competition, grades, relative ability, and rote memorization.” – From The Middle School Experience: Effects on the Math and Science Achievements of Adolescents with LD Perhaps because of dyslexic strengths in direct observation, causal reasoning, and analytical problem solving, the subject of science in middle school present opportunities for talent and possibly future career development. The potential obstacles facing students with dyslexia with interests in science are several: extensive technical vocabulary, similar sounding but distinct terms, writing demands for essays and lab notebooks, however teaching strategies based on students’ relative strengths and learning preferences […]

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