The Power of the List [Premium]

The Power of the List [Premium]

by | Dec 11, 2022 | , , , , , , , ,

For many of us, hearing about a new technology, app, or software can result in mixed feelings. We may have hope about better organizing and simplifying our lives, but also have reasonable worry about a difficult learning curve, a complicated interface, or any number of problems that can prevent us from reaping the benefits of whatever thing we are hoping might help. Enter – the simple list. If you have a weak short term or working memory, but great long-term memory and you don’t like reading lots of extra text, then lists may be the perfect productivity tool for you. Putting something down on a list can offload your working memory, but also have the benefits of reinforcing the big picture, while never losing sight […]

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Question: What about Dyslexia and Reading Comprehension? [Premium]

Question: What about Dyslexia and Reading Comprehension? [Premium]

by | Sep 25, 2022 | , , , , ,

Q: WHAT ABOUT DYSLEXIA AND READING COMPREHENSION? Answer: For many older and certainly remediated dyslexic people silent reading comprehension may be strong and unimpaired. Students who still struggle significantly with decoding will obviously have trouble with reading comprehension, as might be expected. But after the intensive work of decoding is overcome, reading comprehension weaknesses may become more difficult to understand. Dyslexic students who are partially or perhaps fully remediated may have difficulty with certain types of text, especially if they involve long and uncommon words. Sometimes these readers may only have trouble with college-prep or college-level reading due to additional challenges like the need to understand complex grammar. But students with dyslexia plus some other factor – whether its ADHD, low working memory, and a […]

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Visualizing for a Living [Premium]

Visualizing for a Living [Premium]

by | May 1, 2022 | , , , , , ,

“My mind is very visual: I can see anything in pictures, and I always visualize things. I can’t help it. It’s how I’m wired. So whatever you talk about, I’ll see pictures in my head. Very vivid, colorful, lifelike pictures. They aren’t still pictures. I can make them move. Reality, fiction, whatever. I really have to pull it back in to get focused. It was also a problem in the classroom because I’d sit there and imagine where I’d want to be, and what I’d want to do, and what I wanted to become, and I’d think happy thoughts, and I’d just be tuned out the whole time in class.” — CEO Glenn Bailey   When Brock and I were on a radio show years […]

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Visual Notes for Understanding: Science [Premium]

Visual Notes for Understanding: Science [Premium]

by | Mar 26, 2022 | , , , , , ,

Note-taking may be a lifelong difficulty for most dyslexics. In one survey of 17 universities in the United Kingdom (HERE), 78% reported difficulties with taking notes compared to 47% reporting reading difficulties. The reason for note-taking difficulties are several – note-taking requires a great deal of working memory and divided attention, but also there’s the transcription of heard words to written words which can be difficult for a number of reasons, not the least, weakness in visual word form memory and for some students, auditory processing. Most dyslexic students should have classroom notes or other note-taking accommodations (like a designated note taker, Livescribe pen, or other option to record) as a standard condition. It is possible to learn how to visual note-take in real-time, but […]

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Lip Reading and Dyslexia [Premium]

Lip Reading and Dyslexia [Premium]

by | Nov 7, 2021 | , , , , , , , ,

There is a long and diverse research history of dyslexia and documenting the auditory processing difficulties associated with dyslexia that hinder phonological awareness. It’s why dyslexic kids will struggle in school when everyone is required to wear a mask. The sounds are muffled, but also if the teacher is masked, then students cannot look at the teachers mouth – as an additional cue to what sound is being made. In a recent study published by Annals of Dyslexia, researchers made an interesting observation: “those children with dyslexia who are better readers attended more to the mouth while presented with a person’s face in a phonologically demanding condition.” More research needs to be done about this issue, be aware of helps like watching a video of […]

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Visualization Pathway: Creative Discovery

Visualization Pathway: Creative Discovery

by | Oct 30, 2021 | , , , , , , , ,

The notion of creative visualization dates back at least from the time of ancient Rome when Cicero commented about his “mind’s eye.” Since that time, many of the world’s greatest inventors and scientists, and writers and artists, athletes and entrepreneurs, have attributed their insights to creative imaginings and thought experiments. It seems that many dyslexic children and adults also have this gift and for many it may be one of their most treasured resources. Compact disc inventor James Russell used this talent to turn models of his compact disc invention around in his head, while MIT Professor Cathy Drennan used her powers of imagination to visualize how new molecules could combine with each other in three dimensions. Hollywood filmmakers like Steven Spielberg use visualization to […]

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Dyslexia: Beyond Decoding

Dyslexia: Beyond Decoding

by | Oct 23, 2021 | , , , , , , , ,

If dyslexic students are struggling to decode words, a program of intensive structured literacy will help – but help with phonological awareness may not be sufficient to help them become fluent readers.   Why? Because reading fluency, or the ability to read with “speed, accuracy, and proper expression” is also influenced by other factors such as rapid naming. Recently researchers found that: “most adolescents (with dyslexia) were classified as either naming speed only (about a third of the group) or double deficit when defining impairment using performance thresholds to classify groups.

This may suggest that although early phonological deficits are amenable to remediation, identification of language symbols fails to become automatized in most individuals with dyslexia and may require more targeted intervention.” Their […]

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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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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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