Quick or Slow Remediation? [Premium]

Quick or Slow Remediation? [Premium]

by | Jun 13, 2021 | , , , , , , , , , , ,

The learning challenges of dyslexia can be very mild or quite severe, but the severity of challenges are not the sole determination of whether remediation will be quick or slow. Once we visited an elite private school for dyslexia on the East Coast. Their aim to get students through their program in 2 years, in part, was successful. The school had solid training of its teachers and great resources, but the program was not unlike other structured literacy programs. Why was it that they could get students through so fast with their programs? Part of the answer was the strict criteria they had for student admission. With a long waitlist for spots, they had decided to accept to their program only students who had strong […]

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Algebra: What Students See and What Mathematicians See [Premium]

Algebra: What Students See and What Mathematicians See [Premium]

by | Jun 13, 2021 | , , , , , , , ,

  Ben Orlin is the author of Math with Bad Drawings and Change is the only Constant: The Wisdom of Calculus in a Madcap World.       Besides have a good sense of humor, Ben is good at recognizing the differences in the way students and mathematicians see math problems. Take for example, the math problem, What is 7 x 11 x 13. What goes through your mind when you see a problem like that? I reach for my calculator, or might try 7 x 11 first, then look for a pen a paper, but what Ben suggests is that mathematicians imagine this.   The following examples Ben shared about Algebra had me laughing aloud:   The mathematician’s simplification involves recognizing a pattern. But […]

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Writing: Elaboration [Premium]

Writing: Elaboration [Premium]

by | Jun 13, 2021 | , , , , , , , ,

If you were to compare dyslexic and non-dyslexic university students in writing, it’s usually the case, that on average, dyslexic students write fewer words and fewer words that are polysyllabic. The reasons are several; slowness with word retrieval, writing, and spelling, organizational challenges, and working memory overload are likely contributors. Because multisyllabic words are more challenging phonemically, not only are they harder to recognize and remember while reading, but also they are harder to spell.   THE BIG PICTURE OF ELABORATION The big picture of elaboration is that you want writers to fall in love with words, whether it’s a beautiful passage evoking imagery, or funny turn of phrase, or incisive argument. Students who are the easiest to cultivate as great writers are those who […]

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How Not To Give Up On Learning A Second Language [Premium]

How Not To Give Up On Learning A Second Language [Premium]

by | Jun 6, 2021 | , , , , , , , , , ,

Learning second languages are difficult for many dyslexic students; foreign language waivers or substitutions are common, but in spite of this, many can learn other languages and even multiple languages if the goal is conversation. Writing and spelling second and third language can be more difficult, but also possible for many people. Students may be more successful if they able to study over a longer time and if they have learned more about the structure of language in their native tongue. In the video below, listen to 4 Hour Work Week guru Tim Ferriss (yes, he’s dyslexic) talk about how he learned to be able to converse in many foreign languages.     The type of learning described, won’t necessarily make you a master of […]

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Diagramming Math [Premium]

Diagramming Math [Premium]

by | May 30, 2021 | , , , , , , ,

When we tested older students in our clinic who were in college on STEM tracks, I often asked students who were proficient in mathematics, what strategies were most helpful to them. Many of them found their own ways of solving problems – often using spatial and mental math strategies or diagrams. How did they learn these approaches? Most said they figured it out themselves.   In my search for math curricula that emphasized deeper understanding and diagrammatic thinking, I came across two resources that may be valuable for you – Illustrative Mathematics and Japanese Math. Often, we may be reminded that mathematics has its own language. There are words and symbols that mean different things in every day speaking, reading, and writing vs. math. If […]

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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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Challenges of Pandemic Learning For Dyslexic Students

Challenges of Pandemic Learning For Dyslexic Students

by | Apr 18, 2021 | , , , , , , , , , , ,

As education slowly drifts to a new normal, and parents take stock of where they are and what their priorities are in education, it is best to be aware of what to be on the lookout for because dyslexic students learn so differently. AUDITORY PROCESSING HURDLES Because...

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Talking Through Math [Premium]

Talking Through Math [Premium]

by | Apr 3, 2021 | , , , , , , , , , ,

As the pandemic continues, more and more parents and tutors may find themselves supervising students’ math. For dyslexic students, the talking process can be especially valuable, but it may be difficult. If you are a parent or tutor helping explain a lesson or homework, it’s good to help your student talk through the steps of math; this may be especially difficult for some students. If a student has trouble finding words or has a limited working memory, talking through math may be difficult for a while until either or both of these functions develop. Such students may especially benefit when YOU talk through math, slowly and precisely. There are also ways to make the talking process easier – like having a list of math vocabulary […]

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