[PREMIUM] Resources for Auditory Processing and ELLS

[PREMIUM] Resources for Auditory Processing and ELLS

by | Oct 10, 2018 | , , , , ,

Pronunciation errors are often a clue that the sounds for certain words aren’t being processed accurately. Middle sounds and certain blends may be especially challenging to hear. Students who don’t hear the sounds correctly are less likely to be accurately filing different sounds associated with words, leading to inaccurate reading aloud and problematic spelling. Many students who successfully get past the basic decoding stage, flounder in this middle stage, never quite making it to fluent reading or accurate spelling. Dyslexic adults who say that their spellcheck can’t find their misspellings often have auditory processing challenges that haven’t been recognized. English Language Learners have a harder time learning sounds that don’t occur or are different in their own language (language interference). Certain curricula such as Lindamood […]

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Positive Strategies for College [PREMIUM]

Positive Strategies for College [PREMIUM]

by | Jan 8, 2018 | , , , , , , , , ,

In a recent research study (abstract only) of dyslexic students at college, the following strategies were mentioned: 1. Go to Lecture and Just Listen. It was common for students to be unable to listen and note-take at the same. Face-to-face lectures were preferred to recorded lectures because audio quality was sometimes bad, and some students need to see the teacher’s face and his or her gestures to fully comprehend what was being said. Request a Note-Taker Early. One student said at times a note-taker had to be requested several weeks in advance (!). Record Notes with the One Note or Audionote App. 2. Prepare for Lecture. For classes where teachers make Powerpoints available before lecture, download and print so notes can be written on them […]

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Dyslexia-FRIENDLY Foreign language Instruction [PREMIUM]

Dyslexia-FRIENDLY Foreign language Instruction [PREMIUM]

by | Jan 4, 2018 | , , , , , , , , ,

Because dyslexia has significant challenges that make foreign language learning difficult (e.g. impaired phonemic awareness, limitations on auditory verbal working memory, weak rule-based memory and syntax, etc.), many students request and are granted foreign language waivers. That being said, there are many students who can do well at foreign language learning, and alternative classrooms should be considered in order to help more students achieve proficiency in a second language. From Dr. Jonathan Arries: “Studies suggest that students with LDs may experience difficulties with the following tasks: 1) imitation and differentiation of vowel sounds 2) orthography 3) vocabulary acquisition 4) comprehension and memory of spoken instructions 5)reading comprehension passages 6) comprehension of written instructions 7) application of grammar rules taught inductively….Javoarsky, Sparks, and Ganschow indicate some […]

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[PREMIUM] TEST-TAKING: DYSLEXIA and MULTIPLE CHOICE

[PREMIUM] TEST-TAKING: DYSLEXIA and MULTIPLE CHOICE

by | Dec 27, 2017 | , , , , , , , , , , , ,

At the secondary and university level, many students with dyslexia may prefer short answer questions to multiple choice. There are many reasons why the multiple choice question format may not be a good estimator of a student’s knowledge. It is very common for the questions and choice answers to be ambiguous. From Biochemical Education: “Writing good multiple choice questions is hard, a fact not appreciated by all teachers and examiners. There is a tendency to use imprecise terms, and even when apparently precise terms such as always and never are used (for example in true/false type tests), it seems that not everyone agrees these are indeed absolutes….In a survey of medical examiners, Holsgrove and Elzubeir found that of 63 respondents, 51 considered that always means […]

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DYSLEXIA AND ALGEBRA: Algebra Tiles – MULTISENSORY [Premium]

DYSLEXIA AND ALGEBRA: Algebra Tiles – MULTISENSORY [Premium]

by | Dec 18, 2017 | , , , , , , , ,

With continually evolving Algebra 1 & 2 mandates, it is becoming increasingly important that dyslexic students master Algebra in order to pursue their dreams of certain careers and college degrees. Many dyslexic students are well-suited to the logic of Algebra, but they can easily get lost in following the multi-step procedures of algebraic problem solving if they don’t have a deeper knowledge of what they are actually doing with their steps. Simple algebraic problems can be introduced in the younger grades.   Most students prefer working with physical algebra tiles first, but there are resources like these Michigan Virtual School Virtual Algebra Tiles that can be accessed online for free.             If algebra is not being taught with manipulatives in […]

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[PREMIUM] Don’t Require COPYING From the Board

[PREMIUM] Don’t Require COPYING From the Board

by | Dec 13, 2017 | , , , , , , , , , , ,

DON’T REQUIRE COPYING FROM THE BOARD Dr. Kirkby: “Copying text…is psychologically complex. It involves a series of sequential visual and cognitive processes, which must be co-ordinated: these include visual encoding, mental representation, an written production.” Long after students have begun to crack the code of reading, note-taking and copying from the board remain very difficult if not impossible for some students. Note-taking from lecture adds the additional challenging of listening to words, translating them into a visual representation, then retrieving these images and motor sequences to get them down on a page. Moderate to severe dysgraphia is not uncommon among dyslexic students. For these students, not only will copying from the board be impossible, but also significant modifications (decreased written work) and accommodations (extended time, […]

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[PREMIUM] Reading and Spelling: When Sights and Sounds Don’t Match

[PREMIUM] Reading and Spelling: When Sights and Sounds Don’t Match

by | Dec 8, 2017 | , , , , , , , , , ,

TRICKY WORDS: WHEN SIGHTS AND SOUNDS DON’T MATCH Spotlight: Inflectional Suffixes Because many dyslexic students don’t have a visual imprint of words, there are common spelling or pronunciation errors that occur when word endings seem to vary. In most cases, being explicitly taught the different patterns can reduce a great deal of distress later. The technical term “inflectional suffixes” refers to word endings that change a word to make it grammatically correct, but don’t fundamentally change the meaning or the class of words that they are. For example, in the following sentences, the suffixes are shown in red: The dog barks. The dog barked. The endings may reflect whether a noun is singular or plural (e.g. dog or dogs) or whether the action is happening […]

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Math Apps for Dyslexia [Premium]

Math Apps for Dyslexia [Premium]

by | Dec 7, 2017 | , , , , , , ,

EquatIO – Math Made Digital Made to help mathematics and STEM teachers and students at all levels, EquatIO® lets everyone create mathematical equations, formulas, Desmos graphs, and more on their computer or Chromebook. Google Chrome Extension (free) Speech to Text for Math. Also converts handwriting to typed math symbols. Google docs, Chrome, Mac, PC. Speech is free. Handwriting conversion and math formula prediction is Premium. School group 150 min $1 per student but Individual costs $100/yr (!). Consider using for free speech to text for math. REFLEX MATH Adaptive game play practice for math facts. Free trial and home and teacher licenses available. $35 per student per year. Codie Award winner. Although math practice is rote, the adaptive feature, game play, and teaching of math […]

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How to Teach Dyslexic Students Geography [PREMIUM]

How to Teach Dyslexic Students Geography [PREMIUM]

by | Oct 4, 2017 | , , , , , , , ,

Many people may not know that a dyslexic scientist (Dr. Wally Broeker) led the first research team characterizing the Great Ocean Conveyor Belt – a massive cycling that takes place in the world’s oceans that circulates the sun’s heat around the globe and also has profound effects on marine animal migration and climate. Although the subject of Geography should be a natural fit for many dyslexic students with its high demands on MIND strengths (material, interconnected, narrative, and dynamic reasoning), it can also be taught in rote fashion (memorize map names and features) that can lead many students to struggle. In at least one study, dyslexic students being taught geography learned significantly better than their non-dyslexic counterparts if they were taught using multimedia (text, graphics, and sound). Multimedia was […]

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