Dyslexia Help: Reading IN Research- Discovering Mind Maps, Answering “Synonymous Whys”, and Critical Thinking
Helping Those with a Neurodifference Enjoy Learning Again!: “ELBERT develops connection, trust, and love by instilling curiosity, autonomy, and attunement in our students.”
— Read on simplebooklet.com/dyslexiahelp written by: Tricia Cook, www.myelbert.com
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Those with a neurodifference, such as dyslexia often have intuitive and insightful, well-developed social awareness and emotions while possessing a lexicon of words to help with the synonymous “whys of dyslexia”. We also have deep and holistic, list-form thinking, problem-solving, and building/constructing abilities, computer skills, and gaming strategies. Lastly, we seek out endeavors of creative, imaginative, visual, artistic, and visionary skills while taking on inventing and innovating pursuits. Lastly, we may excel at thinking of “outside the box” solutions, seeing a problem from many different sides, and spatial relationships along with the ability to think in 3 dimensions.
Productivity looks different for those with dyslexia and other neurodifferences. We use what’s called inductive reasoning instead of deductive reasoning. See image below, I do know the observations made first in inductive reasoning includes patterns found only with the help of giving them tools of text analysis, critical thinking, and research in literacy. Motivation looks different for those with dyslexia and other neurodifferences. The students I serve are usually interest-based learners who have an affinity for nature, people, and mainly animals.
I have a learning difference myself and use inductive reasoning which is in opposition to the more common deductive reasoning. I call it, The “synonymous why”: that comes natural to those with a neurodifference. When reading someone else writing, their brains can’t move on till their own “whys” are answered and what they can develop aka innovate! Therefore, I understand it and encourage their “why” questioning and generalizations based of the students inductive reasoning, logic-of-evaluation, synthesis of interest based information, and observational research. All that is described above, is this is a gift of innovation and “outside of the box” thinking that comes with a neurodifference!! Note: Once we find out “why” Only Then are we ready for “what” the author is telling us and “what” others want us to learn!!!
Reading IN Research: Includes Reading, Vocabulary, Comprehension and Background Knowledge! Cross Reference: Dyslexia is a neurological reading disability that is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities . Secondary consequences include problems in reading comprehension and reduced reading experience that can impede vocabulary growth and background knowledge. (web view 11/17, link)
For example (below), this is my online class (Animal Myths, Tales, & Legends: Dyslexia Help Discovering Research In Literacy) for unique learners with learning differences and those who take pride in interest-based learning. The students will listen and be encouraged to read famous (and not so famous) animal/nature-related myths, tales, and legends. For text analysis, I will ask open-ended questions and discuss vocabulary after each paragraph in order to facilitate an analysis of the text and background knowledge (For which, I have found always deficient in those with dyslexia). These are questions that will have more than one right answer and encourage students to make a judgment call- they are then encouraged to write down or say one possible research question to answer their “why” question related to the text. Their discovery and inductive reasoning will be discovered when using this technique of text analysis along with such hypotheses along with questions that can foster in-class debates! They will take their observation, hypothesis and further questioning to do the research in-class and possibly outside of the class. This technique again will create what’s natural to all unique learners’ which is inductive reasoning and topics of nature/animal orientation and using mind maps. Then, the students will discover the explorations of data and delve into the real data to decide how best to use, interpret, and display it. Therefore, this will increase their comprehension naturally.
Passage- ReadWorks: https://www.readworks.org/; Blinkist: https://www.blinkist.com; Free Books: https://www.websiteplanet.com/blog/learn-english-free-books/.
Pre-read Phase “Fix-up and Look Up” Stage (1st read)- “fix-up” errors in fluency and “look up” to build vocabulary and background knowledge:
- Fluency– Track and point with finger when reading- no more sliding just point each word do avoid omissions of words! Any word doesn’t look right and/or sound right then “fix up”, reread or rewrite (u-turn)- check your vowel, and hold the vowel; point to sounds or sound combinations (not letters) ”bunny hop”-1, 2, 3, READ. *** after the “fix up” re-read complete word, phrase, or sentence in order ”to make the brain happy!”This applies to words and whole sentences! for Fluency do, word chucking aka phrase reading (sing or that 3-4 words). Remember: students need a complete beginning, middle and end for processing!
- Vocabulary– write down hard words-tutor look ahead for “word review”- predict problems to increase success or when they read if they mispronounce the word. As them, Do you recognize any part of the word, cover last then first- later, split in the middle and find meaning. list-form thinking (2-3 words) front of note card- “fix up” words, on the back put a list of keywords and important info. from story. “look up words in: https://www.merriam-webster.com/ (optional you can also take this opportunity to do spelling: https://lookingtohealourownlearningdifference.org/2020/08/26/free-morphology-for-spelling-matrices/
Spelling Clues & Reading Rules: Have them read passage, if they mispronounce word(s) “look up” definition and “fix up” with applying the spelling clues and rules below:
|Passage||Words||Definition||Spelling Clues/Reading Rules|
Learn More HERE
- Reading IN Research– what background information does your students have if it’s NOT of their interest (since most of our learners are interest-based)??? Think about this in terms of the importance of background knowledge and comprehension!!! They naturally have the “why” question you may Never even think of in your head!! Therefore, after every paragraph ask, “What should we “look up” and research more on this paragraph”?
Real Read Phase (2nd read)- understanding for comprehension, visualization strategies, and inferring/predicting strategies:
Goal to STOP every =paragraph or (1-2 pages) or (3-4pages) and (if not, very 1/3 of the way through the book) to think about their reading
- do L-V Skills= Listening-Visual Skills
L- 5 w’s who, where, when, what, how and why- On the hand
V- image, imaging moving in head- like a “movie”- first static, second static image
- Write a list-summary of what read-always check your writing into mind or thinking maps (view here):
When working virtually I suggest these two sites for their mind maps:
USE OF MIND MAPS– “Creativity takes courage” Henri Matisse
Dyslexia Help: HERE
I just published my Dyslexia Help (Cook, 2020) for parents and teachers information: https://lookingtohealourownlearningdifference.org/author/tcookedu/
Simplebooklet Dyslexia Help Table Of Contents (Cook, 2020)
Pg. 5 Building Fluency: https://lookingtohealourownlearningdifference.org/2020/11/02/dyslexia-help-building-fluency
Pg. 8 Working Memory: https://lookingtohealourownlearningdifference.org/2020/10/29/dyslexia-help-looking-to-heal-our-own-learning-difference-by-developing-working-memory-of-sound-word-knowledge-processing/
Pg. 11 Fluidity and Comprehension: https://lookingtohealourownlearningdifference.org/2020/08/27/ctrl-f-search-linking-words/
Pg. 13 Comprehension, Vocabulary, and English: https://lookingtohealourownlearningdifference.org/2020/08/26/cooks-reading-strategy-summary/
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