 | Dyslexia Help; Cook’s Independent Tutoring, Coaching, & Consulting,LLC |
— Read on simplebooklet.com/dyslexiahelp
Does your child struggle to learn? Have you wondered if it’s dyslexia and what recommendations or accommodations are best for them?
Tweet
| VPD- Visual Processing= Sympathetic Lateral Functioning System Dominate | APD- Auditory Processing= Parasympathetic Functioning Systems Dominate |
| 1. VISUAL DISCRIMINATION ISSUES: Trouble seeing the difference between similar letters, shapes, or objects. Try a search and find!! 2. VISUAL FIGURE-GROUND DISCRIMINATION ISSUES: Struggle to distinguish a shape or letter from its background. 3. VISUAL SEQUENCING ISSUES: Find it difficult to see shapes, letters, or words in the correct order; may skip lines or read the same line over and over. 4. VISUAL-MOTOR PROCESSING ISSUES:Trouble using what they see to coordinate with the way they move; may struggle to write within lines or bump into objects while walking. 5. LONG- OR SHORT-TERM VISUAL MEMORY ISSUES: Struggle to remember shapes, symbols, or objects they’ve seen, causing issues with reading and spelling. 6. VISUAL-SPATIAL ISSUES: Trouble understanding where objects are in space; unsure how close objects are to one another (check out horizontal and verticals spacing in their handwriting- HARDEST TIME COPYING WORDS) 7. VISUAL CLOSURE ISSUES: Difficulty identifying an object when only parts of it are showing (check out a,o in their handwriting). 8. LETTER AND SYMBOL REVERSAL ISSUES: Switch numbers or letters when writing, or may mistake [check out these in their handwriting] “b” for “d” or “w” for “m” (p,q) aka “Directional Dyslexia”. Dyseidetic Dyslexia (visual-surface) dyslexia) is a SPECIFIC LEARNING DISABILITY that is neurobiological IN ORGIN **Believed to be caused by an impairment in neural processing of visiual information. They have a hard time with sight & nonsense words. .https://www.churchillstl.org/learning-disability-resources/visual-processing-disorder/ | 1. PROBLEMS IDENTIFYING SPEECH SOUND AND LEARNING HOW THEY RELATE TO LETTERS Defined by difficulty processing the basic sounds of language (phonemes), sounds of letters and groups of letter resulting in very slow and labored reading. Common confusions of sounds with auditory type dyslexia //i/e, y/w, s/z, a/o/, f/v and x as /k/ only not /ks//. 2. INACCURATE and/or DYSFLUENT WORD RECOGNITION: Sounds may be being fused, confused (see above) or jumbled. It is not a hearing impairment (See VPD too).https://www. dyslexia-reading-well.com/ auditory- dyslexia.html 3. LEARNING DISORDER that affects your ability to read, speak, write, and spell (see below) In the medial position (mostly) you’ll see omissions of sound processing hence the students will add, repeat, substitute and even delete all together letters, words in the middle of the word, phrase, sentence or paragraph (check the medial, final, and initial letters in their spelling). Hard time with diction and transcription writing- due to spelling, working memory. and executive functioning. *Note: Students can have deficits that are both auditory and visual in nature! Total Functional Dominance. Dyslexia Dysphonetic (phonetic dyslexia) is a SPECIFIC LEARNING DISABILITY this neurobiological IN ORGIN Believed to be caused by an impairment in neural processing of auditory information. They have a hard time with phonetic words. |
Auditory–Use audiobooks like those available through services like Bookshare, a free online library for students with disabilities.
Allow the student to use a text reader like a Reading Pen or text-to-speech software.
Use speech-to-text software to help with writing.
Have on hand Bob Book books (books with high-interest topics for students reading below grade level).
Provide extra time for reading and writing.
Give the student multiple opportunities to read the same text.
Use reading buddies during work time (as appropriate).
Partner up for studying—one student writes while the other speaks, or they share the writing.
Pre-teach new concepts and vocabulary.
Provide the student with typed notes or an outline of the lesson to help with taking notes.
Provide advance organizers to help the student follow along during a lesson.
Provide a glossary of content-related terms.
Use visual or audio support to help the student understand written materials in the lecture
Visual– *Use of his own laptop computer for taking notes and all classes.
Tech Support-Use large-print text for worksheets, viewing online, and apps,:
SpellCity
The Writing Machine
iWrite Words
Say Text
Alpha Writer
ABC Pocket Phonics
Letter School
Word Magic
Seating where he learns best. This could be near the board or away from the distraction of doors and windows.
In-class tools to reduce fidgeting. Your child could hold a squeeze ball. Or his teacher might wrap your child’s chair legs with a latex resistance band for him to kick. (Learn more ways to make a low-cost sensory chair.)
Frequent eye contact from your child’s teacher, to keep him engaged.
A cue to quietly keep your child on task. This could be a touch on the shoulder or a sticky note placed on his desk.
The use of a blocker- to block out upcoming words and tracking. Provide an alternative option to written assignments, for example, dictating stories or essays.
Use large-print books.
Try different paper types, such as graph paper, pastel paper, or embossed paper with raised lines.
Technological Assistance such as Color Veil, f.lux, Microsoft Edge, Adobe Creative & ONE Note and Dyslexic Font or Comic Sans 30 font.
Suggest Microsoft Edge- on the Three Dots, Press Read Aloud
Adobe Creative HAS Voice Options (See above)
Grids
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).
(viewed on 12/10/2020)http://dyslexiahelp.umich.edu/sites/default/files/good_fonts_for_dyslexia_study.pdf?fbclid=IwAR1xLi7OpoqB-lY5lOe8LrLvvD8R6fOcrJfWLRF1-v_1SXes4rN41yKETZo
Read More Recommendations & Accommodations Here: https://myelbert.com/2020/09/09/dyslexia-help-dysphonetic-phonetic-vs-dsyeidetic-visual-dyslexia/
Other Resources
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)
Cook’s Top Five Links: https://www.canva.com/design/DAEPwCOywVk/7ZltMo5lNdaCbdY2EGkoHg/view
Introduction: https://lookingtohealourownlearningdifference.org/2020/11/12/dyslexia-help-recommendations-accommodations/
Pg. 3 Cursive: https://lookingtohealourownlearningdifference.org/2020/11/02/dyslexia-help-cursive/
Pg. 5 Building Fluency: https://lookingtohealourownlearningdifference.org/2020/11/02/dyslexia-help-building-fluency
Pg. 6 Grammar: https://lookingtohealourownlearningdifference.org/2020/10/30/dyslexia-help-grammar-made-with-color-shape-size-dimension/
Pg. 7 Writing: https://lookingtohealourownlearningdifference.org/2020/10/29/dyslexia-help-writing-looking-to-help-our-very-own-learning-difference/
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. 9 Sight Words: https://lookingtohealourownlearningdifference.org/2020/10/15/favor-helping-those-with-a-learning-difference-enjoy-learning-again/
Pg. 10 Universal Emotions: https://lookingtohealourownlearningdifference.org/2020/10/08/universal-emotions-looking-into-the-emotions-of-learning/
Pg. 11 Fluidity and Comprehension: https://lookingtohealourownlearningdifference.org/2020/08/27/ctrl-f-search-linking-words/
Pg. 12 Spelling: https://lookingtohealourownlearningdifference.org/2020/08/26/free-morphology-for-spelling-matrices/
Pg. 13 Comprehension, Vocabulary, and English: https://lookingtohealourownlearningdifference.org/2020/08/26/cooks-reading-strategy-summary/
Pg. 14 Phonics: https://lookingtohealourownlearningdifference.org/2020/11/07/dyslexia-help-phonics-cook-t-2020/
Pg. 15 Phonics II: https://lookingtohealourownlearningdifference.org/2020/11/07/dyslexia-help-phonics-ii-cook-t-2020/
Share and Contact
Tricia Cook, M. Ed, RSP, AOG, https://linktr.ee/tcooktutor; www.myelbert.com
Disclaimers & Such
- This Site Contains Affiliate Links, Pictures Are Either:
- Creative Common Licensed From Either WordPress or Canva.
DISCLAIMER: This communication may contain privileged and/or confidential information. It is intended solely for the use of the addressee. If you are not the intended recipient, you are strictly prohibited from disclosing, copying, distributing or using any of this information. If you received this communication in error, please contact the sender immediately and destroy the material in its entirety, whether electronic or hard copy. This evaluation, program, and suggestions are not to be substituted for professional medical advice. They should not be used to diagnose or prescribe. Tricia is not a doctor but the information could change your life
!#dyslexia #dyslexiaawareness #adhd #autism #dyslexic #dyslexiaeducation #education #dysgraphia #specialeducation #learningdisabilities #dyslexiaadvocate #dyslexiasupport #learningdifficulties #saydyslexia #specialneeds #dyscalculia #dyspraxia #neurodiversity #learningdisability #learning #autismawareness #dyslexiaisreal #add #downsyndrome #parenting #asd #reading #dyslexiapower #mentalhealth #bhfyp #elbert #ras #neurodiversity #love
ELBERT™ © ELBERT™: EVERYONE LEARNS BETTER EMBRACING REVOLUTIONARY TEACHING 2020
One thought on “Dyslexia Help: Recommendations & Accommodations (Cook, T., 2020)”