We received inquiries about Dysexic Advantage from India and Italy. Our book The Dyslexic Advantage is now translated into Spanish, Chinese (coming), Japanese (coming), Korean, Polish, and Dutch, but also our ENTIRE DyslexicAdvantage.org website can be...
"Dyslexics like myself can’t learn anything without a narrative to hold on to. Why am I being given this information? What does it do? What is it relevant to? What similar thing should I store it next to in my head?" - Jay Stringer, Book Riot Jay Stringer has a a...
Every operating system has its text to speech, but many people like Google Docs' Voice Typing system for its simplicity. Like many text to speech programs, you still need to speak the punctuation, like saying, "comma', or "period." Some errors do occur, but the system...
![Expressive Language Difficulties & Dyslexia? [Premium]](https://www.dyslexicadvantage.org/wp-content/uploads/2020/02/speech-bubbles-303206_640-pixabay-Expressive-Language-Difficulties-Dyslexia-400x250.png)
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 […]
Dr. Jean-Luc Velay was kind enough to share his paper called E-book reading hinders aspects of long-text comprehension for adults with dyslexia. The paper's an important read as there is substantial evidence that reading on a screen and reading a printed book is not...
![READING FLUENCY: Phrase Cueing [Premium]](https://www.dyslexicadvantage.org/wp-content/uploads/2020/01/phrase-craze-3-400x250.jpg)
Once students have made significant progress with single word decoding, reading fluency practice can be rolled into reading practice with phrase cueing. HERE is a nice review of reading fluency approaches that includes a discussion of phrased reading. Phrase scooping or cueing involved the drawing of scoops underneath groups of words that go together in parts of a phrase. Combining scooped words with choral reading or echo reading can help students get practice with both reading and listening for phrases. Intervention Central has a Phrase Cued Text Generator, but it’s so-so. It’s better to break sentences into 3-6 word phrases to increase the ease of reading. From Steve Peha, check out the example below: Of course these shorter phrases also help with reading on a […]
Jack Churchill, Winston Churchill's great grandson also graciously took time out his busy schedule to talk with us about his wonderful scanning pens that are now taking the dyslexia world by storm. Scanning Pens is also one of Dyslexic Advantage newest sponsors - so...
![In Their Own Words: Gifted Dyslexic Students in High School and University [Premium]](https://www.dyslexicadvantage.org/wp-content/uploads/2020/01/naassom-azevedo-Q_Sei-TqSlc-unsplash_In-their-own-words-400x250.jpg)
A research project recently interviewed gifted dyslexic students in high school and college and asked them about the ways they did and didn’t learn best. WHAT DIDN’T WORK – SCHOOL Copying Copying things over and over didn’t help with memorization. Reading Aloud Reading aloud in class was unhelpful and stressful. Reading Silently Class time to read silently wasn’t helpful because there weren’t easy ways to look up words and then students would lose their place. Reading with a Ruler Reading with a ruler didn’t help comprehension for one student,, but underlining with a pencil or highlighter did. Taking Away Extra Time Taking away extra time was very unhelpful. One teacher gave the student a watch to put on her desk, but the problem wasn’t being […]
Q: Can my student fall in love with reading? A: Yes it's possible. The Cult of Pedagogy explored this topic from an opposite point of view, but the challenge is a formidable one, especially if a reader is dyslexic. GOOD THINGS TO DO Allow kids time to read for...
![Dyslexia and the NEW SAT [Premium]](https://www.dyslexicadvantage.org/wp-content/uploads/2016/02/new-sat-dyslexia-pencil.jpg)
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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![Helping Severe Dyslexia – Part 2 Word Learning and Vocabulary [Premium]](https://www.dyslexicadvantage.org/wp-content/uploads/2015/12/severe-dyslexia-part-2.jpg)
In our previous post on Severe Dyslexia, we talked about 6 steps required to read: 1. Seeing 2. Visual Recognition of Words 3. Matching Letters and Words to Sounds – Phonemic Awareness 4. Matching Words to Word Meaning 5. Saying Words 6. Comprehending Text In that post, we talked about how different readers may have difficulty with the visual aspects of reading, whereas others have trouble with sound. Other areas where children or adults can have trouble are in the areas of learning and remembering word meaning, speech output, and finally reading comprehension in text form. It’s important to be able to target these areas because it helps prioritize needs and also could explain while more progress isn’t being made. One student may need intensive remediation in […]
