Dyslexia Help: Building Fluency For Better Comprehension Including an ADHD Update (Cook, T., 2020)

Dyslexia Help; Cook’s Independent Tutoring, Coaching, & Consulting,LLC
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

Is your child’s reading not very confident nor automatic? What goals can we set to help them read better?

Goal: 1) The students will listen to their own recorded fluency including prosody,  rate, and expression/intonation objective. 2) The students will read independently, with speed, accuracy, and expression, as they will asses the recording of text being read fluently by themselves. Find books on their level here: https://www.scholastic.com/teachers/bookwizard/

Materials: • A copy of the same book or independent-level reading material for each student (such as Kitten’s First Full Moon). • The Story Corps App.: https://storycorps.org/participate/storycorps-app/ recording of an individual reading the book or reading material in a fluent and expressive manner • cellphone with  earphones, if appropriate

Lesson: Give each student a copy of the book. If earphones are appropriate, provide these also. Then, 1. Tell students that as they listen to the material being read, they are to track the print and reading into StoryCorp App. 2. Make sure students are following the text as it is being read. Encourage them to note the speed and expression of the reader (Hint: Fluency rate remind them of Goldilocks- can’t read too fast or too slow but just right! Also, don’t ever time them and, if you do, WAIT till they are fluent on grade level) 3. At the end of the selection, re-play the reading and discuss the rate and expression of the reader. If appropriate, specifically noting the times when the reader’s voice changes pitch or intonation. 4. Re-Read the book aloud again while repeating the rate and expression and possibly making adaptations.

Extensions: 1. Using StoryCorp., they can “publish” book recording and adding a picture cover. 2. Share with friends and family. 3. Revisit their own readings. 4. Makeup own stories told into StoryCorp- one day, write them down for preservation and practice! 3. Have the students listen to free or other  audio books for dyslexic students https://learningally.org/About-Us/Why-Audiobooks; https://www.scholastic.com/teachers/bookwizard/https://librivox.org/;


ADHD & Fluency

People with ADHD and Dyslexia have difficulty processing the basic sounds of language (phonemes) and/or graphic symbols. (note: the strategies and tools vary on the type of ADHD also if they have executive functioning, sensorial issues, or even autism).

ADHD, impulsive/hyperactive type (focus)- difficulty processing graphic symbols (not too different from hyperlexia that is common with autism)ADHD, inattentive and distractible type (attention)- difficulty processing the basic sounds of language (phonemes)ADHD, combined typedifficulty processing both the basic sounds of language (phonemes) and/or graphic symbols
Tendency: reads too fast, they skip over words and lines for which breaks down comprehension

mainly, skips over small sight words (sight word/non-sense words are hard) about the same level in height (ex. one) and/or reading the end position of a big word (6 plus letters) by dropping the last part of the word

does run-on reading (skipping over commas, periods)

reads robitically with less intonation

tends to overthink/get overwhelmed- needs to fidget or doodle, or rock/move, stand, when reading

tends to have dsyeidetic (visual dyslexia aka surface dyslexia) and Sympathetic Lateral Functioning System Dominate (anger overall arching universal emotion)
Tendency: read to slow, they are a word to word reader for which breaks down comprehension

have a hard time decoding as well as encoding words

at first reads robotically later with word attack/automatic recall reads with good intonation

notices reading slower than peers feels increasing shame; therefore, skips over words that a larger (6 plus letters) and feel less confident

tends to “shut down” or overthink by ruminating on past/future

tends to have dysphonetic dyslexia and Parasympathetic Lateral Functioning System Dominate (shame overall arching universal emotion)
Tendency: Due to
having varied tendencies from the first two
columns on the left,
during reading for which breaks down comprehension

they “stumble over words” due to reading too fast/slow; mainly,
in the beginning-ending of word, sentence, paragraph, passage-
they rest of the
time too fast and sometimes “just right”
(I call this varied reading rate”).

if varied prosody, rate, and expression/intonation objective (see beginning of article) they never seem to comprehend; mainly, in the beginning-ending of paragraph, passage.

the tendencies to
the left depending on
the reading, hour day, week, etc…Also, the tendencies way heavily on if they are sick, hungry, tired or stressed. note: reading can make them feel ill with headaches, stomach aches/knots, tight shoulders/neck and even dizzy.

Both are notoriously known for “guessing at words” and stories meaning! They both are having natural universal emotions of learning (such as anger, shame which need to be replace with strength and empathy, as well as, remembering calm).

tends to have autism and Total Lateral Functioning System Dominate (anger/shame overall arching universal emotion)- learn more here: https://myelbert.com/2020/09/09/dyslexia-help-dysphonetic-phonetic-vs-dsyeidetic-visual-dyslexia/#.X8e6orNMFrR
reads too fast, they skip over words and lines.– they need to use there finger to track word to word, sentence to sentence, etc..also, a cover- to cover what’s coming next in passage to keep overwhelmed and skipping. They really need to cover up half of a word (6 plus letters) so they don’t skip over the end position due to being overwhelmed.

skips over small sight words and/or reading the end position of a big word- Tends to be a better phonetic word reader- needs heavy, distinct, and systematic for sight and non-sense words (see column far right).

do run-on reading (skipping over commas, periods), read robotically with less intonation- see beginning of this article and listening to perfectly modeled reading rate, intonation, etc..

to overthink/get overwhelmed- they need to remember calm, be able to fidget/move, and work with the universal emotion of anger.
reads to slow, they are a word to word reader– they need to continue to use their finger to blend phonetic words and do work attack (especially on words that are 6 plus letters). No skimming (running finger below bottom) beneath words but point to each sound, and word- once processed then can skim.

skips over words that a larger and feel less confident- Tends to be a better sight word reader (remember whole words)- needs explicit, distinct, and systematic phonics for phonetic words. Once taught phonics, Even then, they will try to read and write things out phonetically- Therefore, they truly need to master emergent/ beginning to advanced phonics.

to “shut down” or overthink by ruminating on past/future- Tends to be an interest based learner, so work within their interest also needs graphic organizers (for better listing), or doodle notes (creative outlet) and work with the universal emotion of shame.

never seem to comprehend; mainly, in the beginning-ending of paragraph, passage– rereading or re-answering noticing where the “stumbling happened” is key, reread from where it last made sense is key. Therefore, if they can’t do this than rereading is absolutely necessary. I literally tell them if you have to reread, re-listen, or rewrite something, it will never hurt you…it’s just a part of our life!

Both need non-sense words…Why non-sense words? For words that they don’t understand the meaning, keep them from guessing but trust what they hear, and can’t depend on remembering words especially when they are 6 plus letters.

They both need to also master all sight words because it’s their strength/trouble and it will help fill in the reading gap.

Both are notoriously known for “guessing at words” and stories meaning see my suggestions here for replacing anger/strength, shame/empathy: http://lookingtohealourown





Looking to Heal Our Own [Learning] Difference Through Our Very Own DNA: An alternative perspective from the spirit, soul, and body. (Cook, T., 2020) https://myelbert.com/2020/02/27/looking-to-heal-our-own-learning-difference-through-our-very-own-dna-an-alternative-perspective-from-the-spirit-soul-and-body-cook-t-2020/ via @help_dyslexia

Lastly, I suggest you set you computer to accessibility: Good fonts for people with dyslexia are Helvetica, Courier, Arial, Verdana and CMU, taking into consideration both, reading performance and subjective preferences. Also, sans serif, monospaced,and roman font types increased significantly the reading performance, while italic fonts decreased reading performance.In particular, Arial It.should be avoided since it signifi-cantly decreases readability (uncheck the sites pick the fonts). It’s my suggestion to use Comic Sans.

(viewed on 12/10/2020)http://dyslexiahelp.umich.edu/sites/default/files/good_fonts_for_dyslexia_study.pdf?fbclid=IwAR1xLi7OpoqB-lY5lOe8LrLvvD8R6fOcrJfWLRF1-v_1SXes4rN41yKETZo

Learn More: www.myelbert.com

Please Share Dyslexia Help: https://myelbert.com/2020/10/29/dyslexia-help-building-fluency/ Thanks, @scholastic;@StoryCorps

#dyslexia #dyslexiaawareness #adhd #dyslexic #autism #dyslexiaeducation #dysgraphia #dyslexiaadvocate #education #dyslexiasupport #specialeducation #learningdisabilities #dyscalculia #dyspraxia #specialneeds #saydyslexia #dyslexiaisreal #dyslexiapower #learningdisability #learning #madebydyslexia #neurodiversity #reading #dyslexiamom #learningdifficulties #ortongillingham #dyslexicadvantage #autismawareness #asd #bhfyp #storycorps #learningally #librivox #scholastic


Published by Tricia Cook, MEd., Online Dyslexia and Behavioral Interventionist, RSP, AA O-G Tutor & Montessorian

My interest is in helping parents and teachers to understand learning and behavioral challenges and to love learning again. I graduated from Auburn in ECE in 1998. I have been a Montessori teacher here in Birmingham for almost 12 years and have lived in Birmingham for the past 19 years. As an early childhood teacher, I want continue to grow and develop as a constant learner. In 2012, I graduated from Secondary Education with a P-12 Reading Specialist certification the University of Alabama. As a Reading Specialist, I train on diversity and literacy development; I have a specialized knowledge of assessment and diagnosis that is vital for developing, implementing, and evaluating your literacy and neurodiversity behavioral, character development programing. Also, I have varying experiences designing instruction and environments for Montessori and Non-Montessori (OSR-Pre-K) environments. Therefore, I can consult for any environment or setting! In 2013, I attained my highly qualified status in ECE and Reading. In 2013, I also got my Orton-Gillingham AA tutor certification. I currently tutor full-time along with consulting. I have actually been tutoring since 2003. Along with other independent tutoring/interventionist experiences, I have brought dozens of students from an emergent to an advanced reading level! In addition to tutoring, I have provided the reading strengths and needs of my students and share that information to classroom teachers, parents, specialized teachers, and other stakeholders.  Lastly, I have also been a trainer/presenter, since 2008 and really enjoy this aspect of my career. As an experienced trainer, I have trained on many topics including: literacy (the five components), classroom management, positive discipline, diversity character development, Montessori Philosophy, policies and procedures, child development, and Alabama's Pre-k. Take note: Schools and families are desperately looking for an alternative type of affordable multi-sensory, hands-on, and interesting instruction. Currently, I am training and interested in writing on the following topics: A Comparison of Pre-K to Kindergarten; Adolescent Literacy (7th+); Assessment; Developing Readers; Children’s Literature; Classroom Management Techniques; Comprehension; Montessori Philosophy; Environmental Print & Early Writing; Family Attachment; Language and Literacy; Outdoor Classroom; Poetry Writing (7th+); Positive Guidance; Fine-motor Development; Cursive Writing; Creative Writing; Comprehension: Study Skills/Test Taking Strategies; Morphology; Phonics Instruction; Diversity Education; Neurodiversity Education; HandWriting; Reading Strategies; Best Practices P-12. Thank you, Tricia Cook, MEd., RSP, AOG; https://linktr.ee/tcooktutor

4 thoughts on “Dyslexia Help: Building Fluency For Better Comprehension Including an ADHD Update (Cook, T., 2020)

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out /  Change )

Google photo

You are commenting using your Google account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s

%d bloggers like this: