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Dyslexia | How to Choose Books | Premium

Dyslexia | How to Choose Books | Premium

  How Can We Help Dyslexic Students Choosing Books? Here are a Few Tips… Say Yes as Often as You Can  Dyslexia by its very nature presents with a gap between intellectual or conceptual ability and reading, so it’s like that sometimes student will want to choose a book much higher than his or her reading level, whereas […]

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

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

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 […]

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

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

 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 […]

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Executive Function: What Smart People Do Differently While Learning [Premium]

Executive Function: What Smart People Do Differently While Learning [Premium]

When researchers compared high IQ and average test subjects in a learning paradigm, the results were surprising. In some areas high IQ individuals work less, as might be expected by the idea that higher IQ people have more efficient brains for learning tasks, but in other areas, high IQ brains were working harder. When were […]

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Doing Math : Inchworms vs. Grasshoppers [Premium]

Doing Math : Inchworms vs. Grasshoppers [Premium]

‘If a child does not learn the way you teach then teach him the way he learns.’ Two American school teachers noticed that their students tended to prefer one of the two ways their teachers explained math. The inchworm style was part-to-whole, dutifully performing incremental step-by-step pencil work, following the solving of math problems more […]

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