Dyslexia Help: Recommendations & Accommodations (Cook, T., 2020)

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

Dyaphonetic Dyslexia (visual 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 with auditory type dyslexia //i/e, y/w, s/z, a/o/, f/v and x as /k/ only not /kw//.

2. ACCURATE and/or FLUENT WORD RECOGNITION: Sounds may be being fused, reversed 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.

Dayeidetic 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,:

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.

Dyslexic Font or Comic San 30 font.

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