The International Dyslexia Association Promoting literacy throug Dudes with Dyslexia - Dudes with Dyslexia!! Why Copying from a Board is Ineffective for Dyslexics Saturday, May 9, 2015 Why Copying from a Board is Ineffective for Dyslexics Having to take notes by copying from a board or projection while a teacher is lecturing is challenging for any learner, because it requires students to multitask and constantly shift modes of learning. How Has Technology Impacted Note-taking? Before the rise of educational technology, students used to copy while the teacher wrote on the blackboard, however, with the use of devices such as the Smartboard and software like PowerPoint, the words just magically appear. What are the Challenges Students with Dyslexia Face While Copying from the Board? Many students with dyslexia find difficult to reproduce words accurately and, worst of all, many have trouble finding their place on the board after they have looked down at their notebook. What Does the Resent Research Say? Dr. What Can Be Done to Remedy This Problem? What is most important is for teachers to slow down. · Teach note-taking strategies. Dr.
Phonemic Awareness and Dyslexia with Susan Barton Yale Center For Dyslexia & Creativity closure Can you tell what this a picture of, even though it's not all here? Can you read these words even though part of the letters have been erased? Can you recognize these animals, even though most of the lines in the pictures have been removed? If you can, it means you have good visual closure skills! Return to main activity page Indications of Dyslexia- About Dyslexia- the British Dyslexia Association If a child has several of these indications, further investigation should be made. The child may be dyslexic, or there may be other reasons. This is not a checklist. 1. There are many persisting factors in dyslexia, which can appear from an early age. These include: Obvious 'good' and 'bad' days, for no apparent reason, Confusion between directional words, e.g. up/down, in/out, Difficulty with sequence, e.g. coloured bead sequence, later with days of the week or numbers, A family history of dyslexia/reading difficulties. 2. Has persistent jumbled phrases, e.g. Pre-school non-language indicators. May have walked early but did not crawl - was a 'bottom shuffler' or 'tummy wriggler'. 3. Has particular difficulty with reading and spelling. Primary school age non-language indicators: Has difficulty with tying shoe laces, tie, dressing. 4. As for primary schools, plus: Still reads inaccurately. Aged 12 or over non-language indicators: Has poor confidence and self-esteem. 5.
The International Dyslexia Association Promoting literacy through research, education and advocacy Information on Interventions and Instructions IDA Position Statement: Dyslexia Treatment Programs The IDA Board of Directors and IDA Branches are frequently asked to endorse or review treatment programs for the prevention and remediation of dyslexia and other reading-related problems. Although IDA does not publish formal reviews of programs, or endorse a specific approach, we do have an IDA Position Statement about treatment of dyslexia and direct you to the websites below for additional information. Importantly, IDA cautions parents who are looking for instructors, clinicians, schools, and programs to be very thorough in their review of programs and services that claim to treat dyslexia or “cure” dyslexia. Knowledge and Practice Standards for Teachers of Reading The International Dyslexia Association is pleased to announce a major new document entitled Knowledge and Practice Standards for Teachers of Reading. Click here to view the Knowledge and Practice Standards for Teachers of Reading
Alexia: what happens when a brain injury makes you forget how to read Once we have successfully learned how to read, it continues to be easy for most of us. But for some people it can be an immense challenge. In developmental dyslexia, the process of learning to read is disrupted, while in alexia – or acquired dyslexia – brain damage can affect reading ability in previously literate adults. Patients with pure alexia lose the ability to read fluently following injury to areas in the rear part of the left hemisphere of their brain. Some patients lose the ability to recognise letters and words completely, but more commonly, patients with pure alexia can recognise single letters and will spell their way through words to identify them. Pure alexia as a syndrome was first described more than 120 years ago, but researchers still disagree on the cause of the reading problems. Not a language problem Evidence from functional brain imaging has led to the idea of a brain area that is specialised in recognising words and letters, called the “visual word form area”.
Literacy Lowdown- Word Study Activities Maureen Hayes, PreK-6 Humanities Supervisor This Month's Focus: Meaningful Word Study Activities In my January/February Smore, I shared information for supporting word study and phonics development in your classroom. This Smore will extent that and focus on making activities, lessons, and home practice meaningful for your students each week. When we know better, we do better... Word Study is about understanding patterns in words, and being able to apply these patterns to spell and read unknown words. Even if a student does manage to memorize the spelling of words to be successful on an assessment, the research shows no connection to long-term memory and carry-over into student writing. Asking a student to write a word as practice is only useful if students attach meaning to what they’re writing. For that reason, the following activities should NOT be part of your repertoire for word study practice or instruction. 1. 2. 3. 4. 5. source: 1. 2. 1.
Reading Programs Focus on skills that underlie reading "There are no universally effective programs, but here are knowable principles that need to be incorporated in all programs about how we teach written language." Maryanne Wolf, researcher and parent, in Proust and the Squid, 2007, p. 209 The following is a list of some programs that have been developed for struggling readers and writers. Some were created specifically for dyslexia, like the Orton-Gillingham approach. Depending on the program, it may focus on one of more of the various skills that underlie reading—oral language, phonemic awareness, vocabulary, comprehension, spelling, or writing. Most generally, these programs are best used in an individual or small group therapy setting. When researching a Structured Literacy based program, such as one that is built on the Orton-Gillingham approach, either for training courses or to access a certified tutor or therapist, look for programs/courses that have been accredited.