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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Project-Based Learning for Dyslexic Students [Premium]

Project-Based Learning for Dyslexic Students [Premium]

by | May 4, 2020 | , , , , ,

Related to the issue of digital portfolios is project-based learning. On the opposite page, there are quick reviews between learning through projects and true project-based learning or PBL. With PBL, the students assume a central role in the direction of the project and the end goal is to publish the project to the real world and not fill in checklists and answer to questions designed by a teacher. As it turns out, project-based learning is often a great fit for developing dyslexic MIND strengths (Material Reasoning, Interconnected Reasoning, Narrative Reasoning, Dynamic Reasoning) and as Kyle mentioned is a good fit for deep big picture thinkers who have the potential to ask good questions and see problems from multiple perspectives. Project-based learning also puts the focus […]

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Sneaky Ways to Help with the Dyslexia-Related Long Word Challenges [Premium]

Sneaky Ways to Help with the Dyslexia-Related Long Word Challenges [Premium]

by | Apr 23, 2020 | , , , , ,

It’s not your imagination – it’s much harder for most children and adults with dyslexia to learn long words – and it has nothing to do with intelligence. The sneaky reason is that for most dyslexic people, learning a random sequence of sounds puts more demands on those phonological processing pathways in the brain that once made it hard to learn to read. It’s good to be aware of this difficulty and also know that it has no relationship to things like creative insight or problem solving ability, which might be sky high. It does mean that for certain subjects – like science vocabulary, geography place names, long people and place names in literature, and foreign languages, extra care and time may be necessary to […]

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Surviving College: Gifted Dyslexic Students Share Tips [Premium]

Surviving College: Gifted Dyslexic Students Share Tips [Premium]

by | Apr 21, 2020 | , , , , , ,

When we had a clinic, some of the best study strategy advice came through talking to our gifted students…especially as we saw them over the course of years. Recently, I noticed a research paper by Reis et al. in Gifted Child Quarterly that had a number of great student insights that I thought would be fun to share. The first surprise I had reading the paper was to learn how many students had wished they had been formally taught study skills. Some were downright critical of the work they had done in LD pullouts in high school. “I will complain to this day about high school and how they don’t teach study skills…This is the first time in my freshman year that I had to […]

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Community Q & A: What Program We Can Use for Weak Vocabulary [Premium]

Community Q & A: What Program We Can Use for Weak Vocabulary [Premium]

by | Mar 27, 2020 | , , , ,

Q: My 15 year old daughter was recently found to be severely dyslexic. Her public high school has set her to enroll her in an online high school because her local school can’t meet her needs. We’ve been told that her vocabulary is weak. What program would you recommend? A. The answer to your question may depend on what structured literacy program she begins and what ways she learns best. Most structured literacy programs have a vocabulary component which is interwoven with phonemic awareness instruction in the forms of multisensory practice and books based on vocabulary and letter / letter-blend instruction that they’ve received. Because non-dyslexic students acquire words as they read, over time if she doesn’t listen to audiobooks regularly, her gap in word […]

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Reversals and How to Help [Premium]

Reversals and How to Help [Premium]

by | Feb 26, 2020 | , , , , ,

“The ability to recognize objects from various view-points has advantages in perceiving one’s environment, allowing one to identify a potential threat from many different views…(however) this trait of the object recognition system is disadvantageous for reading….” Blackburne et al., 2014 MIT When neuroscientists used neurophysiological techniques to study brain-based correlates of letter reversals, they were surprised to find how slowly children’s brains matured into the final adult pattern. Even when children were no longer writing letters backwards, their brains hadn’t matured to final “adult” pattern. Most researchers working in the area of reversals believe the letter reversal issue is related to how to recognize objects from different perspectives. We can recognize our friend if we’re standing right in front of them, to the side, at […]

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