Dyslexic Advantage Premium – Issue 11 Organizing Creativity [Premium]

Dyslexic Advantage Premium – Issue 11 Organizing Creativity [Premium]

 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]

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Dyslexia and IQ: What You Must Know [Premium]

Dyslexia and IQ: What You Must Know [Premium]

Here are 4 of the Most Important Things You Should Know About Dyslexia & IQ: #1. It Can Be Used to Identify Strengths and Talents.  In our minds, one of the best reasons that dyslexic students benefit by IQ testing is that it can quickly establish their intelligence and strengths. There are many strengths that aren’t measured by IQ testing, of course, but also many that it can find – and it provides an objective standard with schools and other institutions wil accept. For dyslexic students in particular, it tends to trump traditional ‘achievement’ assessments because the best tests are given one-on-one (we do not like group IQ tests) and tests of higher order thinking are for the most part untimed (the verbal tests) involve […]

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Can Gifted Kids with Dyslexia Fly at School? – When Tests and Schools Fall Short [Premium]

Can Gifted Kids with Dyslexia Fly at School? – When Tests and Schools Fall Short [Premium]

I recently came across Bobby Gilman’s article on the critical issues facing twice-exceptional or Gifted LD students at school. It’s an ambitious paper for sure, but provides a solid big picture view of the challenges that 2E students face in their pursuit of an appropriate education. The challenges include states drastically scaling back services for students with Specific Learning Disabilities (SLDs) of which dyslexia is considered a part. Sometimes the issue is that the threshold for students to qualify for services is so prohibitively low (e.g. 5 or 12th percentile), that many students are missed and fall off any radar. Regarding Response to Intervention or RTI: Gilman et al. states: “RTI was not developed with gifted children in mind, and adaptation of its rules for gifted children […]

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