It's that time of year again when students have either started back or are beginning to start back to the school year and even old work routines. While some aspects of getting back to old routines are welcome, there are plenty of reasons why students, teachers, and...
“…dyslexics sometimes seem unusually well suited to deal with major changes — to being able to see opportunities inside of adversity. They are known to be particularly good at rethinking situations in an original way. They are known to be able to see what others cannot see. They are good at not being stuck with conventional views and conventional solutions. They have trouble reading and memorizing old knowledge — but they are often really good at creating new knowledge and insights.” — Thomas G. West Tom West, author of Seeing What Others Do Not See, In the Mind’s Eye, and Thinking Like Einstein, has a wonderful article titled: Dyslexic Strengths in Times of Adversity. We thank the DAS, or Dyslexia Association of Singapore for letting […]
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As we all hope the worst of the pandemic is behind us, the schools must all anticipate an even greater variability in reading, writing, and math levels for students due different degrees of pandemic loss and social and emotional stress. Educational researchers and school psychologists are warning parents and teachers that the diagnoses of learning disabilities may be especially prone to errors: “When education has been disrupted by COVID-19, rigid adherence to DSM-5 criteria for initial diagnosis of a specific learning disorder entails substantial risk of error. In the past two years, most youth have experienced some loss of academic instruction. Many have also experienced psychosocial adversity (such as death of a loved one or decreased social support). Interventions might not have been available within […]
If you’re the parent of a third grade child with dyslexia in the public school system, your student may be having an especially difficult time. Some of the struggle might be understandable as classrooms attempt to move past learning to decode to reading to learn (see post Dyslexia and the Third Grade Wall), but there are additional pressures placed on students due to reading loss from the pandemic in addition to institutional pressures to get students “reading by the third grade.” RESEARCH ABOUT READING AND THE THIRD GRADE One of the compelling forces behind the pressure for 3rd graders has been a report by the Anne Casey Foundation titled, Early Warning: Why Reading by the End of the Third Grade Matters (learn more […]
With a large part of the world at least partially homeschooling this past year and students falling behind, some parents are asking whether they should homeschool their kids for the rest of the school year or perhaps for the 2022-23. Homeschooling during the pandemic really isn’t like how homeschooling was before the pandemic – because many museums and community groups are closed or have closed their classes, homeschooling groups may not be meeting in-person, or if in-person, smaller, with social distancing in place. Still, homeschooling can be a powerful option for students if financially viable. Homeschooling can allow students to have more individualized remediation and cultivate their strengths and talents. ADVANTAGES OF HOMESCHOOLING FOR DYSLEXIC STUDENTS – Customized education – build on strengths and […]
Here are several desirable features for remote math programs for dyslexic students: – Comprehensive (math builds on prior knowledge; programs must be comprehensive) – Spiralling (reviews and deepens knowledge of concepts over time; more info here) – Video and Audio Support – Visual and Animation Examples for Concepts – Interactive Activities – Option for manipulatives – Explicit instruction – Adaptive and positive reinforcement – Not requiring excessive repetition or practice – Reduced writing demands – Use of color coding
Some strong personal learners may prefer to learn from a person (even if recorded) rather than impersonal software platform, whereas others may prefer the opposite. The dilemma for individual students is having the “just right” amount of practice and options for review. Many […]
“I don’t know how I’ll get through this. I know I must, but I am beyond exhausted.” – a parent, APM Reports “What did we do to deserve this torture?” – a student about I-Ready By now, many school children and university students around the world have had some experiences with remote learning. What were the highs and lows of the experience? How can we learn from it? If a student’s household has appropriate devices and Internet speeds, the availability of remote learning had the potential to be a godsend as the pandemic has dragged on. For dyslexic students, the experiences have ranged from high to low – depending a great deal on how remote learning was used and how well a match it was […]
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As I am writing this, omicron cases have not reached their peak in the US, and calls for schools to close again because of the extreme contagiousness of this variant. How do parents, teachers, and tutors prepare for another unpredictable year? ONE STUDENT AT A TIME If pandemic education has told us anything thus far, it’s that students will tell us what they need as much as any best laid plans. No matter what you decided for your students for the past year, reviewing what worked and what didn’t can be valuable going forward. If you have several children, you might have seen something work for one student, but not another. As before, the goals should be focusing on reasonable fits and not inflexible […]
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There is a long and diverse research history of dyslexia and documenting the auditory processing difficulties associated with dyslexia that hinder phonological awareness. It’s why dyslexic kids will struggle in school when everyone is required to wear a mask. The sounds are muffled, but also if the teacher is masked, then students cannot look at the teachers mouth – as an additional cue to what sound is being made. In a recent study published by Annals of Dyslexia, researchers made an interesting observation: “those children with dyslexia who are better readers attended more to the mouth while presented with a person’s face in a phonologically demanding condition.” More research needs to be done about this issue, be aware of helps like watching a video of […]
“Children with dyslexia often exhibit increased variability in sensory and cognitive aspects of hearing relative to typically developing peers.” – Hornickel et al., 2012 PNAS There is a long research history establishing auditory processing difficulties among children and adults who are dyslexic. What may be confusing to non-scientific people is that auditory processing is not simply “hearing”. It relates to the complex networks in the brain that interpret what sounds are heard.
Auditory processing difficulties in dyslexic people don’t present with abnormalities on simple screening hearing tests; instead, the difficulties present in tests that examine the effect of listening over background noise, for instance, or processing of rapid sounds. The reason it’s important to be aware of this is that auditory processing […]
Shelley Wear, a long-time volunteer on our Dyslexic Advantage editorial team shared these pandemic hacks for her classroom. Thanks Shelley! “The struggle is real to make sure students understand what you are saying with a mask on. I purchased a personal amplifier (small box with microphone headset) and it has been a game changer for my classroom. Students are much more attentive and I believe it has really helped. I am also using a multisensory approach to decoding, teaching Visual Phonics. The paras have overheard students talking about how fun it is when kids are in the hallways and think no one is listening. I am relieved, because I have limited access to middle school materials to teach decoding and a large percentage of my […]
