Our time today Reading Disorder= Dyslexia Dysphonetic
Dyseidetic Mixed + Mathematics Disorder= Dyscalculia Disorder of
Written Language= Dysgraphia The Soft Signs of LDs
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2 Main Reading Disorders (Dyslexia) Dysphonetic Dyslexia: Also
called Auditory Dyslexia because the disability is caused by the
way the person processes auditory information. Individuals with
this type of dyslexia are often diagnosed with an Auditory
Processing Disorder as well. Problems pairing letters and sounds
(phonemic awareness issues). These people learn to read by
memorizing words as a whole instead of sounding out letters
individually. They may make mistakes like: Lemon for Melon Brain
for Brian Mixing up b and d
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What is going on? Student often is seeing words as Gestalt
wholes- pictures essentially. May be three-dimensional in their
head and move around. They usually are good at: Block Design, Map
reading, building things, puzzles. Good at design, engineering,
architecture, mechanics. Often think outside of the box. May be
memorizing words because they cannot clearly see every letter. Do
they have visual processing issues?
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Remediation Techniques This is often a teacher, SLP, curriculum
consultants area of expertise, but: Try Earobics Writing with
Symbols More phonics skills practice Play dough letters or Writing
Without Tears Use large muscles to create letters first on a big
slant board or white board- muscle memory.
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Accommodations Visual cues in spelling tests dog Use sight word
memorization (Dolch Words); flash cards for learning. Writing might
be easier than printing because the letters become one. Break down
a new word, look it up, try Google Images to pair it with a visual.
Extra time for exams.
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Spell checker Franklin Word Master, Apps, Kurzweil 3000; Read
and Write Gold, Wynn. Reader/Scribe if needed Coloured
overlays/paper Word Art bed
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Dyseidetic Dyslexia: Completely opposite issue. Trouble
remembering words as a whole (trouble with the rules of language
such as silent letters and different sounds that one vowel can
make- they sound everything out). They may make mistakes like:
Spelling hole for whole Gurl for girl
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What is going on? The completely opposite issues with reading.
Seeing parts, but not the whole. Dont remember words from one page
to the next or sight words as well. Sounding out everything they
see. Often dont remember the rules of the English language (silent
letters).
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Remediation Extra help with Dolch Word recognition- memorize in
more than one physical area. Work on Working Memory Skills- is this
the cause of the difficulty? Focus on the rules of the English
language and rhymes/memory techniques to go with the rules (When 2
vowels go walking, the first one does the talking). Writing with
Symbols or draw a picture to go with a word/Google Image.
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Accommodations Do not penalize for spelling mistakes unless it
is the focus of the test/assignment Have the student read their
work aloud or into a digital recorder. Audacity, Dragon Naturally
Speaking. Type rather than write so mistakes are highlighted.
Reader/Scribe for exams if needed
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Accommodations Accommodations used with EAL learners may also
work with these students. Allow student to hand in a rough draft,
gather feedback/editing and then hand in a final copy. NOTE: NOTE:
Individuals can also have a Reading Comprehension Disorder and/or
Mixed Dyslexia
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Individuals with Reading Disorders often Have trouble with left
and right orientation. It does not come natural to them to read
from left to right and top to bottom. One indication of this is
that they create letters from bottom to top and circles
counter-clockwise. The extra energy remembering to do this can
exhaust them quickly.
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Have the student practice left and right with a mini-car giving
them directions, blind fold, etc. Give students less to read
independently and less homework. Homework can often take more than
double the amount of time it takes the average student.
Accommodations
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Students with Reading Disorders Often think in pictures, which
is more efficient than words (a picture is worth a 1000 of them!).
So they often leave out specific words when reading and writing.
These are words that are difficult to create a visual image for and
therefore are easily forgotten.
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Accommodations Get the student to draw, create, think about,
google or look on Writing with Symbols so that they can have a
visual attached.
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More Ideas Forget about learning letter names and focus on
their sounds. Develop rhyme awareness. Segment and blend (pull
apart and put together words) Separate syllables into phonemes.
Learn letters in several different fonts. There are specific ones
for students with dyslexia. Allow students to enjoy stories by
hearing e-books and following along. FM System utilized in the
classroom Make use of your Speech Language Pathologist.
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Math Disorder Often these individuals have a negative reaction
to numbers (math anxiety). Better their relationship with numbers
by making them fun again. Sudoku Playing cards (cribbage) Workbooks
in area of interest Logic puzzles
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Math Accommodations Calculator Apps Multiplication table
Formula sheets Provide manipulatives Math done on graph paper to
keep numbers lined up (can get graph paper with various sized
squares). Fold paper into four or six and have one problem per
box.
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Math Accommodations Give reminders to, Watch the Signs or have
student colour code the signs with a highlighter before starting.
Give feedback/check after the first three or so questions, so the
student doesnt complete the whole assignment incorrectly. Real-life
applications of problems if possible. Provide a visual summary of
each step. Learn concepts using as many senses as possible (Math
rap, body movements, math keys- Home and School Connection).
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Math Accommodations Avoid having the student copy the question
from a textbook. Avoid the only do every second column worksheets.
Instead, cut out the two columns and photocopy them (preferably
enlarged) onto a sheet. Large font and less on a page is better for
math anxiety, visual processing issues and organization. Encourage
playing an instrument. Touch Math
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Math Accommodations Teach the tricks for multiplication tables.
Avoid timed math tests (Mad Minutes). Student with LD may take
longer to learn a concept. Lots of practice, but once they have it-
they usually have it for good. Therefore, more time on initial
learning and less on practicing and review. Write out the steps.
Allow use of erase-able pen if sensory issues
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Disorder of Written Expression Dragon Naturally speaking or
other Speech to Text software and apps. Digital voice
recorder/Audacity Notetaker; Live Scribe Pen Pencil weights and
grips- encourage tripod grasp Graph paper, lined paper, ridged
lined paper. Dirt, Grass, Sky- brown, green, blue lines Allow
cursive or printing. Provide students lecture notes before a
lecture (blanks to fill in). Provide laptop/netbook for use in
class
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Accommodations: Alternate format assignments (dioramas,
presentations, posters). Put agenda notes on a tab sticker and
print off for the students needing it. This ensures accuracy and
timely wrap up of the day. Have student work on mazes and
connecting the dots. If gross motor skills are problematic, gym
accommodations may be necessary.
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Accommodations Consult an Occupational Therapist and recommend
a visual processing assessment. Extra time to complete written
assignments, allow point form, only focus on one aspect of the
written work at a time rather than all (e.g., punctuation only).
Multiple choice, short answer, true and false tests- allow extra
time. Stress accuracy, not speed. Allow free writing in
journals
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People with LDs often have Anxiety Lower self esteem Social
issues Slower processing speed Sequencing, organizational and
conceptual issues Attentional issues you may need to accommodate
for these as well.
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Overall, try to Have student acquire information through as
many senses as possible. This stores the information in several
filing cabinets in the brain. Give students more time to process
information. Have students paraphrase instructions Allow alternate
format of assignments (choice). Allow quiet space to work or write
exams/study carrels/ear plugs.
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Reinforce consistent effort. Alternate tasks that are
easy/difficult Incorporate students interests Encourage
communication between teacher, students, and parent Ask the student
what they need Teach organization, colour coding, calendars,
reminders, alarms (iPod)sync with parents. Break assignments and
goal down into segments Teach acronyms and mneumonics
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Encourage structure, consistency and predictability. Encourage
students to fully engage in activities in which they are successful
to maintain self esteem (e.g., need to quit hockey to focus more on
math tutoring is likely to make student bitter and unhappy). May
need social skills practice with typical students. Allow white
noise on ear buds during class (www.simplysound.com)
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Dyslexics Untie! Remember that students are all unique. Talk to
the student and learn more about their issues and what works for
them. They may need some help to self advocate. Talk to teachers,
SLPs and OTs to learn from their perspective a team is essential!
Remember parents are part of the team. Learning disabilities are
lifelong. The way in which they are expressed may vary over an
individuals lifetime, depending on the interaction between the
demands of the environment and the indivuduals strengths and
needs.
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Promoting A Sense Of Community And Social Acceptance Teach
learning strategies and organizational skills. Encourage students
to use self-checking methods to evaluate their work. Ensure all
children in the classroom to recognized and understand that all
people are different. A safe and caring environment is important
for all children. Encourage students to celebrate strengths and
challenges to build resiliency within the entire class.
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Big Ideas to share with the classroom teacher.. Share positive
beliefs about collaboration and inclusion Encourage the teacher to
plan thoroughly and implement their plans with flexibly Always
consider teaching strategies that engage ALL students Remember
caring and respectful classroom supports Focus class time on
learning Are positive about including ALL students in their classes
Work collaboratively with parents and other professionals
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Further Information Understanding Learning Disabilities: How
Difficult can this be? (video) Richard Lavoie Beyond FAT City
(video)Richard Lavoie When the Chips are Down? (video) Richard
Lavoie Its So Much Work to Be Your Friend (video)by Richard Lavoie
The Motivation Question (video) Richard Lavoie Mind Magic by John
Laurence The Gift of Dyslexia by Ron Davis The Source for Dyslexia
and Dysgraphia by R. Richards