Free Dyslexia Presentation being offered at Concordia University, Mequon
When: October 14th, 2011
Time: 6:00 - 9:00 pm
Location: Todd Wehr Auditorium
Does your child struggle to read or spell? Are you concerned that they may fall further behind in school? Do you need to know how to help them?
Susan Barton, leading dyslexia expert and international speaker, will be offering a free dyslexia conference on the signs and symptoms of dyslexia. Event registration can be found at the link below.
www.Mequon.EventBrite.com
Thursday, September 15, 2011
Tuesday, May 17, 2011
Over 3 Grade Levels Gained in 8 Months Time
That is no exaggeration - I have a student who has made awesome reading growth this school year because she has finally received the right type of reading instruction!
Here's the story - I'm working with a 5th grade student who was new to my resource classroom this past year. I assessed her reading level at the beginning of the year, and she was reading at a kindergarten level - but she was a 5th grade student! It was easy to recognize that she was a bright girl, could comprehend grade level material, and that for some reason had made it to the 5th grade without being able to read or spell. I started using an Orton Gillingham based reading and spelling program with her. Her willingness to work with me combined with consistent research based instruction has brought this 5th grade student's reading level up to an instructional 4th grade level in 8 months time. Amazing!! I ask myself, what would have happened to her had she not been in my class? I don't want to think of this scenario because many teachers aren't knowledgeable about dyslexia or how to work with students who have dyslexia.
My 5th grade student still has a way to go, but her whole world has been affected by this growth. She has gone from a non-reader and non-writer to reading for enjoyment at home and free writing in her own personal journals. Her mother told me that she used to avoid reading like the plague and now her bed overflows with books and the family can hear her read to herself in her room. How exciting!
Here's the story - I'm working with a 5th grade student who was new to my resource classroom this past year. I assessed her reading level at the beginning of the year, and she was reading at a kindergarten level - but she was a 5th grade student! It was easy to recognize that she was a bright girl, could comprehend grade level material, and that for some reason had made it to the 5th grade without being able to read or spell. I started using an Orton Gillingham based reading and spelling program with her. Her willingness to work with me combined with consistent research based instruction has brought this 5th grade student's reading level up to an instructional 4th grade level in 8 months time. Amazing!! I ask myself, what would have happened to her had she not been in my class? I don't want to think of this scenario because many teachers aren't knowledgeable about dyslexia or how to work with students who have dyslexia.
My 5th grade student still has a way to go, but her whole world has been affected by this growth. She has gone from a non-reader and non-writer to reading for enjoyment at home and free writing in her own personal journals. Her mother told me that she used to avoid reading like the plague and now her bed overflows with books and the family can hear her read to herself in her room. How exciting!
Sunday, April 17, 2011
Helping Struggling Readers: 6 Common Mistakes
Watch out for these six common mistakes when trying to help struggling readers.
1. Not realizing what the problem is - Most children and adults who have reading difficulties go unidentified. Look into the signs and symptoms of dyslexia and start asking questions and reading.
2. Waiting instead of getting help - Thinking it's a developmental lag, it will fix itself, life's too busy right now, affordability issues, and teachers, family, or friends suggesting to wait and see what happens.
3. Using the wrong interventions - Not using research based interventions and therefore not seeing any growth or seeing growth that tapers off after a short period of time.
4. Not being consistent with the chosen intervention - Poor attendance, not long enough duration, or too many days between instruction.
5. Trying the same things over and over again - If it didn't work the first time, why would it work the 2nd, 3rd or 4th time?
6. Not recognizing strengths - Don't allow a child's spirit to be crushed because they feel dumb or inferior. Find their strengths and make sure they have opportunities to show them.
1. Not realizing what the problem is - Most children and adults who have reading difficulties go unidentified. Look into the signs and symptoms of dyslexia and start asking questions and reading.
2. Waiting instead of getting help - Thinking it's a developmental lag, it will fix itself, life's too busy right now, affordability issues, and teachers, family, or friends suggesting to wait and see what happens.
3. Using the wrong interventions - Not using research based interventions and therefore not seeing any growth or seeing growth that tapers off after a short period of time.
4. Not being consistent with the chosen intervention - Poor attendance, not long enough duration, or too many days between instruction.
5. Trying the same things over and over again - If it didn't work the first time, why would it work the 2nd, 3rd or 4th time?
6. Not recognizing strengths - Don't allow a child's spirit to be crushed because they feel dumb or inferior. Find their strengths and make sure they have opportunities to show them.
Sunday, March 20, 2011
Common Myths about Dyslexia
Even today, there are still many persistent myths about dyslexia. As a teacher, I encounter false beliefs about dyslexia regularly from parents and educators alike.
Five Common Myths
Myth #1: Dyslexia is when people see letters backwards.
Truth: People with dyslexia do not see things backwards. Dyslexia is not a vision problem. Individuals may have reversals in letters and numbers or say words backwards (saw for was) but this is due to confusion about directionality.
Myth #2: People with dyslexia can't read.
Truth: People with dyslexia can read, but their reading may be very slow and/or inaccurate. With specialized reading instruction, people with dyslexia can learn to read and spell at a higher level and with more accuracy and fluency.
Myth #3: Dyslexia is rare.
Truth: Most schools do not test for dyslexia, but just because they don't test for it doesn't mean it doesn't exist. Current data from the National Institute of Health reports that 20% of the population in the United States is affected by dyslexia. That is 1 in 5 people.
Myth #4: More boys have dyslexia than girls.
Truth: Statistically dyslexia affects the same amount of boys as it does girls. Boys may be identified more often or sooner because they stand out more due to behaviors, while girls act quieter, more calm.
Myth 5: If a child has dyslexia, they will eventually "catch up".
Truth: Research shows that students who struggle to read, write, or spell in the mid-late 1st grade have a 90% chance of continuing to struggle with those skills throughout their education and even into adulthood.
Five Common Myths
Myth #1: Dyslexia is when people see letters backwards.
Truth: People with dyslexia do not see things backwards. Dyslexia is not a vision problem. Individuals may have reversals in letters and numbers or say words backwards (saw for was) but this is due to confusion about directionality.
Myth #2: People with dyslexia can't read.
Truth: People with dyslexia can read, but their reading may be very slow and/or inaccurate. With specialized reading instruction, people with dyslexia can learn to read and spell at a higher level and with more accuracy and fluency.
Myth #3: Dyslexia is rare.
Truth: Most schools do not test for dyslexia, but just because they don't test for it doesn't mean it doesn't exist. Current data from the National Institute of Health reports that 20% of the population in the United States is affected by dyslexia. That is 1 in 5 people.
Myth #4: More boys have dyslexia than girls.
Truth: Statistically dyslexia affects the same amount of boys as it does girls. Boys may be identified more often or sooner because they stand out more due to behaviors, while girls act quieter, more calm.
Myth 5: If a child has dyslexia, they will eventually "catch up".
Truth: Research shows that students who struggle to read, write, or spell in the mid-late 1st grade have a 90% chance of continuing to struggle with those skills throughout their education and even into adulthood.
Saturday, March 19, 2011
Quick Facts about Dyslexia
•Dyslexia is hereditary. Children with a dyslexic parent have a 50 percent chance of inheriting the disability.
•Dyslexia affects one in every five people in America.
•Reading disabilities are estimated to compromise 80 percent of all learning disabilities.
•Forty-percent of those with dyslexia have a secondary condition, such as Attention Deficit Disorder.
•Children are usually not identified as having a reading disability until the third or fourth grade.
•Children with dyslexia can be identified as early as 5 years old.
Source: www.readlearnservices.com
•Dyslexia affects one in every five people in America.
•Reading disabilities are estimated to compromise 80 percent of all learning disabilities.
•Forty-percent of those with dyslexia have a secondary condition, such as Attention Deficit Disorder.
•Children are usually not identified as having a reading disability until the third or fourth grade.
•Children with dyslexia can be identified as early as 5 years old.
Source: www.readlearnservices.com
Closing the Gap in Reading
Closing the gap between your child’s reading level and grade level expectations
Time is of the essence – especially when it comes to reading ability. Typically students make reading gains that are year for year. Every year a child is in school, they will make one year’s gain in instructional reading level. That’s great if the student is already reading at grade level. What happens when a student is reading 1-3 years - or more, below grade level? How do these students ever catch up?
Reading research reveals that students with dyslexia need research-based, multisensory instruction in phonemic awareness and reading skills. Research also shows that 95% of reading failure is preventable when students are given the right type of instruction. The International Dyslexia Association supports the Orton-Gillingham sequence and methodology as best practice when working with students who have dyslexia. This type of instruction is explicit, systematic, intense (one-on-one is best), and delivered by a trained individual with consistency (minimum of two 50 minute sessions per week).
This excerpt is taken from an article I had published in the Camas/Washougal Post Record. You can find the rest of the article using this link: http://www.readlearnservices.com/Testimony---Specialist-Profile.html
Time is of the essence – especially when it comes to reading ability. Typically students make reading gains that are year for year. Every year a child is in school, they will make one year’s gain in instructional reading level. That’s great if the student is already reading at grade level. What happens when a student is reading 1-3 years - or more, below grade level? How do these students ever catch up?
Reading research reveals that students with dyslexia need research-based, multisensory instruction in phonemic awareness and reading skills. Research also shows that 95% of reading failure is preventable when students are given the right type of instruction. The International Dyslexia Association supports the Orton-Gillingham sequence and methodology as best practice when working with students who have dyslexia. This type of instruction is explicit, systematic, intense (one-on-one is best), and delivered by a trained individual with consistency (minimum of two 50 minute sessions per week).
This excerpt is taken from an article I had published in the Camas/Washougal Post Record. You can find the rest of the article using this link: http://www.readlearnservices.com/Testimony---Specialist-Profile.html
Saturday, February 26, 2011
When is enough, enough?
Should you find a private teacher/tutor to work with your child in reading?
I recently had a friend and parent of a struggling 3rd grade reader ask me if I felt her daughter would benefit from additional reading instruction in addition to what she receives at school. This little girl is in special education for reading and has gone from a kindergarten reading level to a 3rd grade reading level in the past 5 months of school. Wow, what amazing growth! She is not formally diagnosed with dyslexia, but displays many of the signs and symptoms and has vision difficulties. She is very task oriented and diligent about completing school work to the best of her ability. That being said, it was suggested to my friend, by other educators, to not seek out additional reading instruction for her daughter because she is working so much harder already than the other students. So, what do you do? When do you know when enough is enough? Being a parent of two elementary aged children myself, I'm familiar with this dilemma. I think in this situation, the answer is going to be different depending the child. Here are some questions I suggest thinking about when you are trying to decide whether or not to add more instruction to your child's plate.
1. Is the student coming home exhausted, grumpy, or agitated because of the amount of focus they are putting into their work at school?
2. How much gain in reading have they made this school year?
3. Is fluency the only problem, or is comprehension also an issue?
4. How big of a gap is there to close before they reach grade level?
5. Are they receiving quality scientifically based reading instruction at school? Orton Gillingham based instruction?
6. Is the student coming home exhausted, grumpy, or agitated not because of feeling overworked, but because they feel unsuccessful at the work they are being given?
These are the questions I would ask myself if I were considering whether or not my child needed more reading support in the form of private instruction. It's wise to carefully weigh the advice of educators you are working with AND outside advice. Then, make an educated decision. One that will be best for your child in the long run.
Thank you!
I recently had a friend and parent of a struggling 3rd grade reader ask me if I felt her daughter would benefit from additional reading instruction in addition to what she receives at school. This little girl is in special education for reading and has gone from a kindergarten reading level to a 3rd grade reading level in the past 5 months of school. Wow, what amazing growth! She is not formally diagnosed with dyslexia, but displays many of the signs and symptoms and has vision difficulties. She is very task oriented and diligent about completing school work to the best of her ability. That being said, it was suggested to my friend, by other educators, to not seek out additional reading instruction for her daughter because she is working so much harder already than the other students. So, what do you do? When do you know when enough is enough? Being a parent of two elementary aged children myself, I'm familiar with this dilemma. I think in this situation, the answer is going to be different depending the child. Here are some questions I suggest thinking about when you are trying to decide whether or not to add more instruction to your child's plate.
1. Is the student coming home exhausted, grumpy, or agitated because of the amount of focus they are putting into their work at school?
2. How much gain in reading have they made this school year?
3. Is fluency the only problem, or is comprehension also an issue?
4. How big of a gap is there to close before they reach grade level?
5. Are they receiving quality scientifically based reading instruction at school? Orton Gillingham based instruction?
6. Is the student coming home exhausted, grumpy, or agitated not because of feeling overworked, but because they feel unsuccessful at the work they are being given?
These are the questions I would ask myself if I were considering whether or not my child needed more reading support in the form of private instruction. It's wise to carefully weigh the advice of educators you are working with AND outside advice. Then, make an educated decision. One that will be best for your child in the long run.
Thank you!
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