Dyslexia Help: Building Fluency (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 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/;

https://www.facebook.com/StoryCorps

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

© ELBERT™: EVERYONE LEARNS BETTER EMBRACING REVOLUTIONARY TEACHING 2020

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

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