The Way of Resilient Readers: Vocabulary and Morphology [Premium]

The Way of Resilient Readers: Vocabulary and Morphology [Premium]

by | Aug 22, 2021 | , , , , , , , ,

There are many informal terms that have come into literature to describe “compensated” dyslexic readers. We coined the term stealth dyslexia to call attention to their pattern on psychometric tests; stealth dyslexics often had this compensated reading pattern where silent reading comprehension was much better than single word reading accuracy or oral fluency.     It’s common to see a pattern of resilient reading by dyslexic students in college or those who have been successfully remediated. Dr. Fumiko Hoeft has found that activity in the left prefrontal region seems to predict reading resilience in children (see below). Interestingly, a study by Farris et al. in the Annals of Dyslexia this year has found that strong vocabulary predicted reading resilience among college students with dyslexia. From […]

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Dyslexic Talents in STEM: Chemistry [Premium]

Dyslexic Talents in STEM: Chemistry [Premium]

by | Jul 11, 2021 | , , , , , , , , , , ,

“Through most of high school, I hated math and science. It wasn’t until my senior year when I took AP statistics and AP chemistry that I discovered that I enjoyed solving challenging analytical problems. After I graduate in May, I plan to pursue a graduate degree in Electrical Engineering.” – Leah Harper   Although chemistry may present dyslexic students with challenges, once the initial difficulty of notation and the periodic chart are mastered, the spatial and analytical aspects of chemistry can become life-long endeavors. In a video (that’s now unavailable on YouTube), Dr. Blake Charlton talked about how he discovered the narrative intelligence associated with dyslexia and how he used it to help him learn the periodic chart. Instead of memorizing columns of elements by […]

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Managing Information with Concept Maps [Premium]

Managing Information with Concept Maps [Premium]

by | Jul 11, 2021 | , , , , , , , , , , ,

Although many people may use the terms “concept map” and “mind map” interchangeably, mind maps tend to be simpler, relating information to a central topic, whereas concept maps seek to cover more complex subjects, relating different parts to each other. Concept maps can be used to simplify material because different information can be grouped together and in the making of the map it can be easier to see how new knowledge builds on old. The process of making a concept map also transforms learning into an active process and students who are strong personal and experiential learners may remember the process better than reading through notes again and again. For students who say that they get lost in class, doing a concept map can help […]

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Diagramming Math [Premium]

Diagramming Math [Premium]

by | May 30, 2021 | , , , , , , ,

When we tested older students in our clinic who were in college on STEM tracks, I often asked students who were proficient in mathematics, what strategies were most helpful to them. Many of them found their own ways of solving problems – often using spatial and mental math strategies or diagrams. How did they learn these approaches? Most said they figured it out themselves.   In my search for math curricula that emphasized deeper understanding and diagrammatic thinking, I came across two resources that may be valuable for you – Illustrative Mathematics and Japanese Math. Often, we may be reminded that mathematics has its own language. There are words and symbols that mean different things in every day speaking, reading, and writing vs. math. If […]

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Dyslexic Strengths: Nonverbal Super Powers [Premium]

Dyslexic Strengths: Nonverbal Super Powers [Premium]

by | May 21, 2021 | , , , , ,

“Did you see how their finance person rolled her eyes when the marketing guy was talking?” she’d observe. “They’re just not on the same page.” Or she might explain why the no’s they heard on various proposals could mean different things…” Michael Wheeler, from The Art of Negotiation about Erin Egan   At one of our Conferences on Dyslexia and Innovation, Erin Egan, at that time, one of Dyslexic Advantage’s Board members, spoke about her experiences with dyslexia. If you only heard about her struggles, you’d miss that she was a leading negotiator for such powerhouse companies as Microsoft and Airbus. From Michael Wheeler again: “It’s as if Erin has social sonar, a way of seeing the interpersonal cross-currents below the surface and the forces […]

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Extraordinary Artist: Vincent [Premium]

Extraordinary Artist: Vincent [Premium]

by | Apr 25, 2021 | , , , , , , , , ,

“When you have dyslexia and you don’t know that’s what it is, you assume you’re not intelligent — and your self-confidence is taken away.” – Vincent Fantauzzo Vincent grew up in a crowded public housing flat with his mother and four siblings. He left school at 13, barely able to read and write, and got mixed up in street fights and general delinquency. “I spent my life hiding and hustling, feeling ashamed, not being good enough, not being smart enough and pretending to be someone I wasn’t…” – Vincent Fantauzzo While he was in school, Vincent remembered wanting to get kicked out of class rather than stand up and read aloud. He wondered why other students could read and he could not. “You can be dyslexic […]

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Helping Severe Dyslexia – Part 2 Word Learning and Vocabulary [Premium]

Helping Severe Dyslexia – Part 2 Word Learning and Vocabulary [Premium]

by | Sep 18, 2019 | , , , , , ,

 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 […]

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