Bridging the Gap: Help for Dyslexic Professionals in Higher Education Marshall [Premium]

Bridging the Gap: Help for Dyslexic Professionals in Higher Education Marshall [Premium]

by | Jun 12, 2017 | , ,

It’s not uncommon for dyslexic students performing at the highest levels to thrive in higher education, but then be surprised by obstacles either in the workplace or in professional licensing exams – when they encounter something they haven’t ever had to do before. Dyslexics tend to excel at acting and making decisions in real-life problem-solving situations, but may have trouble with board exams or steps in their careers where they are supposed to function as ‘scut monkeys’ with heavy reading, writing, and database-reading demands. It’s helpful to know that the situation is not uncommon because if it happens to you or someone who you care about, it seems like a huge personal crisis. Some people will have to repeat a year or be put on […]

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Surviving IEP Season [Premium]

Surviving IEP Season [Premium]

by | May 30, 2017 | , , , , , , ,

IEP season usually runs from late March through early June, and it’s a time when parents and teachers meet with the IEP team to assess the past year’s progress and also plan for changes that should take place for the upcoming year. Be aware, too, that we have a new Supreme Court decision that is holding school districts accountable. Here is an important excerpt from the Endrew F. vs. Douglas County School District decision: “The IEP must aim to enable the child to make progress. After all, the essential function of an IEP is to set out a plan for pursuing academic and functional advancement… When all is said and done, a student offered an educational program providing ‘merely more than de minimis’ [trivial or […]

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Dyslexia and Foreign Language Learning [Premium]

Dyslexia and Foreign Language Learning [Premium]

by | May 17, 2017 | , ,

  “…reading, writing, listening and speaking skills in foreign languages are all significantly affected by weaknesses in linguistic coding skills even when the native language has been been well-mastered…” – Elike Schneider and Margaret Crombie in Dyslexia and Foreign Language Learning Because of the significant challenges that dyslexic individuals face with the matching sounds and letters of language (phonology / orthography), working memory, retrieval, sequencing, and rote memorization, it should not be surprising that foreign language is a significant challenge facing bilingual students and college-bound dyslexics facing 2 years of foreign language classes to enter higher education. For moderate to severe dyslexics, foreign language waivers are usually granted; however, for all those in-between, there are strategies that build on dyslexic strengths in visual and multisensory […]

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Let Them Listen – Audiobooks and Dyslexia [Premium]

Let Them Listen – Audiobooks and Dyslexia [Premium]

by | Feb 28, 2017 | , , , , , ,

 Let Them Listen! “The objective of the present research study was to understand what benefits the use of audiobooks (both school-books and books of various genres, recorded on digital media) could bring to preadolescents and adolescents with developmental dyslexia. Two groups, each consisting of 20 adolescents, were compared. The experimental group used the audiobooks, while the control group continued to use normal books. After 5 months of experimental training, the experimental group showed a significant improvement in reading accuracy, with reduced unease and emotional–behavioural disorders, as well as an improvement in school performance and a greater motivation and involvement in school activities.” – Milani et al., Dyslexia (journal)  It’s surprising how often we continue to hear that dyslexic students are denied the use of audiobooks […]

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WHAT YOU CAN LEARN FROM A CHILD’S WRITING [Premium]

WHAT YOU CAN LEARN FROM A CHILD’S WRITING [Premium]

by | Feb 28, 2017 | , , , , , , ,

There are many skills that are required to write by hand. Besides having an idea and being able to organize it into words, there’s remembering the motor, kinesthetic, and visual sequences of letters and words and being able to discern similar and dissimilar sounds (auditory processing, phonemic awareness). No wonder it’s hard to write! What do you see in the following writing?  Mix of capitals and lower case letters,  irregular spacing, sight word error (plaid instead of played), phonemic error (chr instead of tr), elision / dropped sound or attention / working memory mistake (chis instead of chips).     This student would benefit from working with an alphabet strip of lower and upper case letters in view as well as a spelling or writing […]

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STRATEGIES FOR THE MOST COMMON SPELLING MISTAKES: THE SCHWA [Premium]

STRATEGIES FOR THE MOST COMMON SPELLING MISTAKES: THE SCHWA [Premium]

by | Feb 13, 2017 | , , , , , , , , , ,

Once you learn how to recognize the ‘schwa’, you’ll start recognizing them everywhere! In linguistics, the schwa sound is represented by an upside-down ‘e’ and the mouth position is a lot like the ‘uh’ sound in ‘butter’. It contributes to lots of misspellings in dyslexic students (and actually non-dyslexic students too) so recognizing the patterns can significantly improve all-round spelling performance. STRATEGY 1: EXAGGERATE / MISPRONOUNCE THE SCHWA One surprisingly easy strategy is to exaggerate and deliberately mispronounce a word in order to remember the correct spelling. For instance, the-thee reminds you that the schwa is spelled with an ‘e’. Look at the following 3 objects: monitor, computer, and calendar. To remember -or, -er, and -ar, a student can pronounce monitor as mon-i-TOR, exaggerating the […]

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DROPPING OUT BECAUSE OF FOREIGN LANGUAGE [Premium]

DROPPING OUT BECAUSE OF FOREIGN LANGUAGE [Premium]

by | Feb 8, 2017 | , , , , , , , , , , ,

  At Harvard University in the 1970s, a clinical psychologist made a startling discovery. Intending to study the emotional problems that caused students at one of the world’s elite universities to drop out of school to drop out, he found out instead that the most common reason students dropped out of their degree programs was that they were unable to satisfy Harvard’s foreign language requirement. “Dinklage described three groups of students who were otherwise, bright, gifted, and highly motivated, but who remained unsuccessful in the foreign language classroom. He reported that these students were not helped by merely improving study habits or by adjusting to postsecondary demands.” The 1st group of students demonstrated problems in written language that were most apparent in “the student’s reading […]

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