My Blog
 -
RSS Follow Become a Fan

Categories

Advocacy
Early Identification
Teaching
Terminology
test
powered by

My Blog

Teaching

PROGRESS BUT MILES TO GO

PROGRESS BUT MILES TO GO

Understanding children with dyslexia is beginning to flourish.  Decoding Dyslexia, primarily parent groups in each state, has opened the door to emotionally scarred children, frustrated parents, and unresponsive school personnel.  Legislatures have passed laws mandating changes in education.

However, according to the International Dyslexia Association and my personal observations, the research and policy changes have not filtered down into practice in large numbers of schools.

Expert Opinions on Reading Recovery

     While there are several excellent programs for teaching persons with dyslexia, all successful programs/methods follow the basic tenants of the Orton-Gillingham approach.  While I have not used Reading Recovery, a reading program designed for first grade students, this program has come under scrutiny by dyslexia specialists whom I greatly respect.

     Peter Wright quotes from a document in which more than 30 researchers express concern about the use of Reading Recovery.

WHY BOTHER WITH CURSIVE WRITING?

Thefollowing information was condensed from an article by Diana Hanbury King, highly respected  in the area of dyslexia:

Cursive writing has many advantages, especially for persons with dyslexia.

1. The word becomes a unit, rather than a series of separate strokes.  Thus spacing within and between words are much less of a problem.
2.  Fewer letters are reversed. 
3.  Most critically, handwriting engages more cognitive resources than keyboarding does. Writing exercises the brain, keyboarding the fingers.

The International Dyslexia Assoc. Conference, 2014

Attendingthe International Dyslexia Association in San Diego, CA, was energizing, informative, and thought-provoking.  Connecting with persons only met through social media as well as reconnecting with seldom seen friends made for an exhilarating experience.  

Being invited to do a book signing of my book at this prestigious conference was the fulfillment of a dream.

Then what did I learn?  One statement that keeps playing over and over in my mind is: "It may be as difficult to enforce laws as it was/is to secure passage.

WAITING RARELY WORKS

Public school teachers, principals, and staff are well-intentioned, but many schools don't have the resources to diagnose and treat students with dyslexia.  The teacher might say students develop at different rates and he/she will "catch up."  The school might tell you that your child will be tested in grade 3.  Other personnel may say that the child is reading on grade level when the child is unusually intelligent and should be reading well above grade level.

By the time a child is far enough behind to qualify for an evaluation, the problem has intensified.

Response To Intervention

Today we hear much about Response to Intervention, an organizational pattern to prevent and assist students with reading problems, including dyslexia.  Generally, there are three level of RTI.  Students are screened when entering school to determine which students may experience reading difficulty.  Tier I students are given researched-based instruction in the regular classroom.   Students who do not appear to be responding to Tier I are elevated to Tier II and time and intensity of instruction are increased.