Dyslexia Help: Recommendations & Accommodations (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

Does your child struggle to learn? Have you wondered if it’s dyslexia and what recommendations or accommodations are best for them?

VPD- Visual Processing= Sympathetic Lateral Functioning System Dominate APD- Auditory Processing= Parasympathetic Functioning
Systems Dominate 
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. .
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
 Sounds may be being fused,
confused (see above) or jumbled. It is not a hearing impairment
(See VPD too).https://www.

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.
Learn More Here: https://myelbert.com/2020/09/09/dyslexia-help-dysphonetic-phonetic-vs-dsyeidetic-visual-dyslexia/

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,:


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)




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

Preview: https://www.canva.com/design/DAEMXdn_BOY/EH15a3Q42Jc1QJMohdTXdg/view; http://simplebooklet.com/publish.php?wpKey=IazBvI9cWKzVwJClfl57Nu 

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. 4 Math: https://lookingtohealourownlearningdifference.org/2020/11/02/dyslexia-help-math-word-problems-based-on-real-world-needs-and-desired-solutions/

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:
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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


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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