STEM: Talent Development for Dyslexic Students [Premium]

STEM: Talent Development for Dyslexic Students [Premium]

by | Mar 4, 2021 | , , , , , , , ,

Just from the strengths perspective, we might expect that many dyslexic students would excel in science and technology. STEM jobs often require strengths in real world problem solving that depend on powers of observation, analytical ability, pattern recognition, and synthesis, or putting different pieces of information together. The problem is, dyslexic students may get few opportunities to observe and dabble in “real science”, unless they go out looking for it. Recently, I had a chance to catch up with Dr. Doresa Jennings, an amazing homeschooling mom who we all can learn from in terms of how she designed educational plans that build on students strengths. Even if your kids aren’t yet strong in science or technology, Doresa’s advice is worth listening to. Here are three […]

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Dyslexia and Math: Understanding Decimals [Premium]

Dyslexia and Math: Understanding Decimals [Premium]

by | Feb 17, 2020 | , , , , ,

WHY DECIMALS ARE HARD There are many confusing aspects to decimals that are helpful to recognize when helping students. Contrary to working with whole numbers, longer sequences of numbers are not larger than shorter ones. For instance, with whole numbers, 245 is greater than 2, but .0245 is smaller than 2. For math processes involving decimals, multiplying by a decimal number between 0 and 1 is also opposite to what one might be used to. After learning that multiplication is equal groups or repeated addition, multiplying 0.3 x 0.4 = 0.12, a number that is smaller than 0.3 or 0.4. Similarly, dividing by a decimal can result in a number that is bigger than what we started out with, which can seem even more confusing. […]

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MATH: The Problem of Showing Work [Premium]

MATH: The Problem of Showing Work [Premium]

by | Jan 24, 2020 | , , , , ,

If you live in a Common Core state and your student attends public school chances are they frequently are asked to “show their work”. There can be significant challenges for dyslexic students showing work because to do so requires a great deal of verbal working memory, word retrieval, executive function, and writing, all tasks that can overload each other. As with many curricula, the intentions and logic behind some of the choices seem reasonable; but also like many programs, the implementation has significant flaws so that students can become trapped in the process. Students must conform to a curriculum or fail rather than a curriculum being designed to meet the needs of students. For instance, math teachers Katherine Beals and Garry Garelick reviewed some of […]

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Could you have a Math-Gifted Student? [Premium]

Could you have a Math-Gifted Student? [Premium]

by | Jan 15, 2020 | , , , ,

It’s really not easy to tell. “Some mathematically gifted students do not demonstrate outstanding academic achievement, display enthusiasm towards school mathematics programs, or obtain top grades in their mathematics classes. It is important to know that there are such students, because their abilities in mathematics are easily overlooked by teachers and parents. In Bloom’s 1984 study, 6 out of 20 world-class mathematicians reported problems in learning to read. Correspondingly, Colangelo, Assouline, Kerr, Huesman, and Johnson studied 34 inventors and found that, in spite of their mathematical strengths, most of them reported weaknesses in writing and verbal areas and more than half described themselves as low achievers in school who failed in at least on subject.” – A. Al-Hroub, University of Cambridge From Rotigel and Fello: […]

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Dyslexia and the NEW SAT [Premium]

Dyslexia and the NEW SAT [Premium]

by | Dec 2, 2019 | , , , , , , , , , , ,

The new SAT started March 2016. From the New York Times, “What’s true of the writing section is true of the new SAT in general: There’s much more to read. “The most fundamental change is that there are many, many more words,” said Aaron Golumbfskie, education director for PrepMatters. “If you don’t read well and happily, this test isn’t going to be your friend.” Even the math section will require more reading, with fewer questions based on equations and more word problems. Some prompts will present the same type of real-world situations that the Common Core emphasizes — “The recommended daily calcium intake for a 20-year-old is 1,000 milligrams (mg). One cup of milk contains 299 mg….” Mr. Golumbfskie describes the math section as “tighter […]

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Teaching Common Core Academic Vocabulary to Students with Dyslexia [Premium]

by | Oct 8, 2019 | , ,

Academic Vocabulary are words that usually appear in higher educational settings or advanced texts rather than everyday conversational speech. Before the Common Core, most language arts programs had little emphasis on explicit teaching of academic words, but direct instruction is often very important for students with dyslexia because it contributes significantly to test performance and reading comprehension of complex texts. In addition, lack of mastery of complex vocabulary can hold students back from pursuing advanced degrees and success in academic vocabulary text-heavy STEM careers like science and engineering. Why Academic Vocabulary May Be Hard for Dyslexic Students to Learn There are several reasons why dyslexic students may have greater difficulty with academic vocabulary: – many academic words are long and hard to read – many academic words […]

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