What is ‘Explicit’ Instruction and Why Does It Help with Dyslexia? [Premium]

What is ‘Explicit’ Instruction and Why Does It Help with Dyslexia? [Premium]

If you look at almost any evidence-based guidelines for students with dyslexia, you’ll see the word ‘explicit’ in how instruction is delivered. Merriam’s Dictionary defines explicit as: “fully revealed or expressed without vagueness, implication, or ambiguity; leaving no question as to meaning or intent.” WHY IS EXPLICIT INSTRUCTION FOR DYSLEXIC STUDENTS? Remember that people with dyslexia tend to store information in explicit or declarative memory – with episodic memory areas being especially active. Activities that non-dyslexic people seem to acquire more effortlessly – like recognizing printed words, writing by hand, or retrieving math facts – are difficult if not impossible to learn without explicit instruction. For example, many non-dyslexic people may learn grammatical structure just through encountering different sentences when they are reading; dyslexic students, […]

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Is There Anything I Shouldn’t Do? [Premium]

Is There Anything I Shouldn’t Do? [Premium]

We’re often asked to give suggestions of activities or jobs that might be bad matches for people who are dyslexic, but the best answer is almost always, “It depends.” Dyslexic people tend to excel in creative activities that may include some or all of the MIND strengths (Material Reasoning, Interconnected Reasoning, Narrative Reasoning, Dynamic Reasoning). Difficult activities for dyslexics tend to include secretarial work because of its demands on proofreading and transcription, and rote repetitive jobs that require that tasks be done the same way every time. However, there are few absolute prohibitions when it comes to different activities or fields. In many fields or careers, challenges may arise, but in most cases these can be overcome with workarounds, technology, partnering with someone else, or […]

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Don’t Do This: Dyslexia in The General Classroom [Premium]

Don’t Do This: Dyslexia in The General Classroom [Premium]

With all the demands that teachers face regarding classroom management, and the pressures getting students up to speed in reading and math, dyslexic students may find themselves experiencing additional stress from common classroom practices. We now know that as a group, dyslexic children are more emotionally reactive than their classroom peers (UCSF research). In addition, we know that over half of dyslexic adults experience symptoms of post-traumatic stress disorder when returning to school settings as parents. In the the Dyslexia at School study from Dyslexic Advantage, 43% of parents surveyed reported that their student was punished because of dyslexia-related challenges. What were some the punishments recorded? – given extra homework – physical seclusion (work in hallway or closet) – singled out in classroom to do […]

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The Big Picture of Dyslexic Cognition [Premium]

The Big Picture of Dyslexic Cognition [Premium]

“Make no little plans; they have no magic to stir men’s blood and probably themselves will not be realized. Make big plans; aim high in hope and work, remembering that a noble, logical diagram once recorded will never die, but long after we are gone will be a living thing, asserting itself with ever- growing insistency…” — Daniel Burnham, a founding father of American urban design With every year, a stronger picture of dyslexic cognition seems to be emerging and with this greater knowledge comes a better understanding of the positive opportunities and advantages as well as broader context for why development seems to be so late blooming and beset by unexpected challenges. MIND STRENGTHS, DEFAULT MODE NETWORK, INTERCONNECTED THINKING Although there’s a new push […]

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Question: My 5th Grader is Refusing Structured Literacy What Should I do? [Premium]

Question: My 5th Grader is Refusing Structured Literacy What Should I do? [Premium]

My 5th Grader is refusing structured literacy, what should I do? The following is general and not specific advice. The best advice comes from someone who knows your student and also knows in more detail what your student has been experiencing. REFUSING STRUCTURED LITERACY It’s generally accepted that structured literacy is the remediation of choice for students who are struggling significantly with reading and individual word decoding. There are many reasons why students may struggle with and ultimately give up on structured literacy. They may be depressed and worn out or mismatched with a curriculum, teacher or tutor. Sometimes what worked for a student in the past won’t work for them now because the progress is slow, or they decode sufficiently that they prefer to […]

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Learning Through Real Things: David Kelley’s Tech Box [Premium]

Learning Through Real Things: David Kelley’s Tech Box [Premium]

“Striving for perfection can get in the way during the early stages of the creative process.” — David Kelley David Kelley is recognized as one of the world’s leading design innovators. He is also dyslexic and dysgraphic. In addition to founding Stanford University Design School, David co-founded IDEO, a design company that, among other things, designed the prototype for the computer mouse that we know today. In The Art of Innovation, David’s brother Tom wrote about how David loved to make things as a little kid, and as early as he could remember, he believed in the process of starting somewhere and continually improving something until it really works. When Tom was only six, he remembers David improving how he built snowmen until he decided […]

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