Interconnected Multisensory Learning [Premium]

Interconnected Multisensory Learning [Premium]

“My mind isn’t a train track. It’s like a web browser with lots of hyperlinks…” – Honors College Student with Dyslexia   What is interconnected multisensory learning?   INTERCONNECTED MULTISENSORY LEARNING Part of the educational challenges of growing up with dyslexia is learning how to harness the tremendous power that comes with interconnected and multisensory learning. On the advantage side, dyslexic learners are rich experiential and incidental learners. Remember that research study from Sweden and Georgetown University? “The Developmental Dyslexia group was not only not impaired at the task, but actually showed superior recognition memory (emphasis, ours), as compared to the control children. These findings complement previous reports of enhanced cognition in other domains (e.g., visuo-spatial processing) in DD. Possible underlying mechanisms for the observed […]

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Managing Information with Concept Maps [Premium]

Managing Information with Concept Maps [Premium]

Although many people may use the terms “concept map” and “mind map” interchangeably, mind maps tend to be simpler, relating information to a central topic, whereas concept maps seek to cover more complex subjects, relating different parts to each other. Concept maps can be used to simplify material because different information can be grouped together and in the making of the map it can be easier to see how new knowledge builds on old. The process of making a concept map also transforms learning into an active process and students who are strong personal and experiential learners may remember the process better than reading through notes again and again. For students who say that they get lost in class, doing a concept map can help […]

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Quick or Slow Remediation? [Premium]

Quick or Slow Remediation? [Premium]

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

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

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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Expressive Language Difficulties & Dyslexia? [Premium]

Expressive Language Difficulties & Dyslexia? [Premium]

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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Beautiful Minds – What New Research Shows Dyslexia and Artists Have in Common [Premium]

Beautiful Minds – What New Research Shows Dyslexia and Artists Have in Common [Premium]

 BBC Science:  “…artists had increased neural matter in areas relating to fine motor movements and visual imagery. The research, published in NeuroImage, suggests that an artist’s talent could be innate…these detailed scans revealed that the artist group had significantly more grey matter in the area of the brain called the precuneus in the parietal lobe.” From Cerebral Cortex 25:3502-3514: “we found that connectivity between multiple reading-related areas and areas of the default mode network, in particular the precuneus, was stronger in dyslexic compared with nonimpaired readers.”   In an interesting study comparing drawing ability and enrollment in art student group with structural brain studies examining brain matter density in specific areas, researchers found greater representational art ability and enrollment in an art school (Royal College of Art […]

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Executive Function: What Smart People Do Differently While Learning [Premium]

Executive Function: What Smart People Do Differently While Learning [Premium]

When researchers compared high IQ and average test subjects in a learning paradigm, the results were surprising. In some areas high IQ individuals work less, as might be expected by the idea that higher IQ people have more efficient brains for learning tasks, but in other areas, high IQ brains were working harder. When were high IQ brains working harder? Not prior or during the task, it seems, but when feedback was given and individuals were learning from their mistakes. From Graham et al. : “the Average IQ group failed to produce as much activation during feedback evaluation as did the High IQ group. These group differences are inconsistent with the neural efficiency hypothesis and instead suggest that the High IQ individuals were engaged in […]

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[PREMIUM] Forgetting Can Make You Smarter

[PREMIUM] Forgetting Can Make You Smarter

In a viral video shared on our Facebook feed, Truth Theory shared the gist of a recent research report in the prestigious journal Neuron. There may be good reason why researchers’ new understanding of memory might make sense for many dyslexic people and why it may explain the perplexing memory challenges that many dyslexic students experience in school although their ability to grasp the deeper concepts and patterns may put them way ahead of classmates. From Science Daily, “two University of Toronto researchers propose that the goal of memory is not to transmit the most accurate information over time, but to guide and optimize intelligent decision making by only holding on to valuable information.” “It’s important that the brain forgets irrelevant details and instead focuses […]

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Q & A: Can Someone Be Both Dyslexic and Autistic ? [Premium]

Q & A: Can Someone Be Both Dyslexic and Autistic ? [Premium]

QUESTION: Is it Possible to Have Both Dyslexia and Autism? The short answer is yes, but it’s likely not very common and in general many of the features of dyslexia and autism are opposite. By strict criteria, low IQ and autism are excluded from the diagnosis of dyslexia. However, it is not difficult to speculate that a child with family dyslexia could also have autism either through inheritance or through some environmental factor. The main thing to consider is that it may be much more common that a child with dyslexia has social factors unrelated to autism or a child with autism has reading and writing problems unrelated to dyslexia. In fact, typically dyslexic and autistic children have different cognitive, memory, and perceptual patterns although they […]

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Individual Differences: How Do You Remember ? [Premium]

Individual Differences: How Do You Remember ? [Premium]

How do you remember what happened?  As depersonalized facts and happenings? Or detailed sensory scenes and experiences? In one of the clearest demonstrations studies so far, researchers showed striking differences between how different people told them how they remembered and brain connectivity patterns. The research is relevant to everyone, of course, whether parents, teachers, or team leaders. From Science Daily, “For decades, nearly all research on memory and brain function has treated people as the same, averaging across individuals,” said lead investigator Dr. Signy Sheldon, now an assistant professor of Psychology at McGill University. “Yet as we know from experience and from comparing our recollection to others, peoples’ memory traits vary. Our study shows that these memory traits correspond to stable differences in brain function, even when we […]

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