Why Earlier is Better.

Besides the obvious reasons of catching dyslexia in younger children before they develop unhelpful habits or “work arounds” that eventually fail, there is the self esteem issue.  “Catch them before they fail” is a huge deal.

I  work mostly with older children (end Gr4 -Gr7) and what struck me the most, was how they had all self-labelled as “stupid” or “dumb”.  They basically didn’t want to try any of this reading stuff, because they already “knew” they were going to fail.  And then, in walks a 9 year old!   No fear, no scarring, no  self-deprecating labels.  She had her mother’s support and a friend of mine as a teacher.  My friend taught her in Gr3, and was suspicious she might be dyslexic.  Being a teacher, she proceeded to attempt remediation “on the side” while she taught her in class.  Though she had great success teaching the girl to read and spell a large portion of the Dolch list, this girl still required proper OG remediation to allow her to become truly literate.

This is where the magic started….

With no preconceived notion that she couldn’t….she did.   With no fear of failure….she succeeded.  Her progress in a few short months has been nothing short of incredible.   This is not a genius IQ level student, this is your average Gr. 4 student.  And she is grasping all the concepts taught through the OG method. She is retaining the concepts, applying them, and practicing them with no fear. To my amazement, she is catching up quickly to the capabilities of the older students.

Why is earlier better?  Because they haven’t stopped trying, they haven’t developed that backpack of shame, they still see hope, the world hasn’t convinced them they’re hopeless.  I can’t wait for the day when screening starts in kindergarten, and all dyslexic students are remediated before they even realize there is a difference in the way that they learn.

Tutoring Technology and Perseverance

I recently attended a conference on assistive technology and really appreciated the mindset of the presenters who emphasized anything allowing a student to access learning is an assistive technology. This includes software and tablets of course, but also simple methods such as the organization of notes on paper (the 2 column method) or good old flashcards.
They reiterated the analogy of glasses being an assistive technology for some. Not everyone needs them, but those that do can hardly learn without them. And so it is with voice to speech software for writing, mind map apps for organization, or timers for studying.  Some of these tools are only required prior to remediation, but many of the technologies make sense in the long-term,  not only for students with dyslexia, but also those with ADHD or Autism.

The magic in this conference was the statement that “technology is not the whole story”. Tutoring needs to  go hand in hand with perseverance and these assistive technologies to create success.
One interesting question/answer exchange between a resource teacher and the technology specialist was the value of having someone scribe for a student instead of them writing for themselves. This was asked as an ‘either/ or’ question, and responded to as a BOTH/AND answer. This is an -extremely- important truth for all teaching staff  and parents to hear. Both scribing and attempted writing have their place. “What is the goal of the class/lesson?” was the actual response to the question. Are they learning how to write or spell? Then yes they should try it themselves. Writing is a form of kinesthetic learning and should be incorporated into their skill set. Is the goal to learn about geography or science?  Learning can only take place if the student can concentrate on internalizing the subject matter and not be overwhelmed by all the reading and spelling.
The idea of heavy on assistive technology while the student is being tutored in the Orton- Gillingham system needs to become the norm.  Students should be seen as “graduating” from some of the assistance as their remediation progresses.   It does need to be recognized that assistive technologies will continued to be used to some degree, even for students in a University level classroom.  This is not a measure of intelligence, but just a reality of the pace of our world and the needs of the dyslexic student.
Speaking of university, one student also commented that this entire regime of tutoring and technology still required one key ingredient….perseverance. Dyslexia is a huge struggle for kids to overcome in today’s school system, and they will need the support of the school, their parents (one or both of whom may also be dyslexic) and their friends to succeed. It takes a village to raise a child, but with some intensive screening and training at the front end and a strong support system on the home and school front, the dyslexic student will require fewer and fewer resources, ultimately becoming an independent student experiencing greater success by the time they enter the workforce. In the end isn’t this the whole goal of school, and something we want for all our children?

What the V.A.K.?

Different preferred learning styles (visual auditory kinesthetic) is not a new concept – my own children have spent time learning about it in school. But many teachers aren’t supported in following through with this information. Last year, I watched an instructor of a study skills course have all the students identify which learning style was “theirs”. No one picked Auditory…..but the instructor still proceeded to talk -at- them for an hour…..how much learning occurred there??

So, with all this talk about how students take in or process information. ..how can our teaching and evaluation systems not be changing?

What is the point of letting a student discover they have a kinesthetic learning style …….  (kinesthetic learner – someone who learns through doing, rather than thinking, before taking action. This type of student may struggle to learn by reading or listening.) http://en.wikipedia.org/wiki/Kinesthetic_learning

……………And then have them sit in a traditional style classroom, where, for the majority of the time, they will still be sitting down and learning through listening to the teacher speak  — or will be asked to read about a topic in a book.  Where is the kinesthetic in any of that?

That is like smiling condescendingly and saying – –  “Okay so we’ve just discussed how you learn differently.  But none of that matters because we’re going to have you learn like everyone else anyway, because that’s all we have to offer you”     (Dyslexic students anyone???)

And yes, grade school teachers, I know many of you are doing much  more than that in your classrooms – -but what about in  middle school, or high school??   Do administrators support a variety of teaching methods?   Does the set curriculum allow time to adapt to all the different students?

People don’t grow out of their learning style, trust me I live with a kinesthetic or two!  Their job choices can reflect their learning styles and strengths — if they make it that far — but the school system all too soon closes down to just reading books and sitting in desks.  Do we truly expect conformed learning styles in students by their teenage years?   Should we shame the variation out of them before high school so its “easier” to teach these students?   Are only those destined for university and theoretical book learning worth teaching after grade 6?

If a person learns through doing and action,what should that mean for the education system? Can we develop ways for that to occur in the classroom? Is the action and activity too much of a distraction for the visual or auditory learners? Are teachers learning how to meet curriculum outcomes using a variety of different methods? But more importantly, are the teachers allowed to assess different students differently?

Has there been any dialogue about separating out different types of learners into different classrooms?  What are the pros and cons of that?
We have moved to a very inclusive classroom these past few decades, but some still advocate for separation of the sexes in boys/girls only private schools to improve their marks and allow them to “take risks” they might otherwise not in a traditional classroom.
I expect those learners that don’t fit the traditional system of learning would like to re-locate to another style of school that they would “feel smart in” — one that would allow their style of intelligence to shine through.

But if we continue to default into the “logical” or “easier” method of teaching and evaluating (students sitting down in desks, listening to teachers, and reading books) — how many students does this actually serve?  How many do we lose?  Is all the remedial work, tutoring, medicating and letting “those ones” drop out,  really better than adapting our teaching methods to these student?

If we are truly going to acknowledge that there are different ways to learn, someone needs to support different teaching and assessment styles.   And these new methods and curriculum will need to be developed and implemented widely.  Maybe they exist out there in a few private schools – -but they are still the exception, not the norm.

I think the expense involved in this change is much less than the expense of losing our kids and all their potential.

 

Memorizing. ..it’s a process

“Why don’t you just print Bingo cards off the computer?” my friend asked the other day as I was checking on-line about set up for making a word Bingo game with a student.

It’s the process I smiled.  

My student needs to learn some sight words, and I need to find a fun way to help them commit these words to memory.

We would of course, still PLAY the Bingo game…that will be a significant part of the exposure, still a fun part of the process of memorization……but initially, I’d like them to write these words out…..repeatedly.

What better way to achieve this than to have the student help set up the game in the first place!?

The 5×5 squares on the cards needed words written out …copied off a list we created together.  And then we needed flash cards to draw out of the bag…..like Bingo numbers from a rolling drum. These cards also needed to have the words written on them before we could play the game.

I was “very helpful” during this whole process — cutting up the flash cards for the student to write on – taking a very long time to measure the spacing across the paper for the 5×5 grid – – and even wandering off to make coffee so they didn’t quite notice that I could’ve helped with some of the writing. As long as the student ended up copying out the majority of the words at least twice…..success!

And finally we played the game…taking turns drawing the words out of the bag and reading them out loud….and searching for them on the card.

No surprise my student remembered writing down many of the words, which made them easier to find.  And now we could discuss the odd pronunciation of these words we had just written down repeatedly, as we looked for them on our cards. And then since we’ve created such a great game …. we will be sure to play it several more times.

Repetition does not have to be boring.   Get creative, get crafty and get your students involved in the process!

Organization

I’ve been struggling with the idea of organization for students with dyslexia, as my own form of it involves multi colored sticky notes and scribbled calendar reminders. This clutter and ‘mess’ doesn’t seem very organized to others….but it makes a great deal of sense to my visually oriented brain.

My bedroom as a teenager consisted of organized piles of items. Clean clothes and dirty clothes and ‘worn once but could still be worn again’ clothes. Notes I’ve learned, notes to be re copied or studied and notes to cram for my next test. I’m sure the piles and the clutter drove my parents crazy……or did it??

Because in adulthood I’ve realized much of my mother’s system of office organization was….piles of prizes for the golf tournament vs the curling bonspeil. Items for xmas presents for next winter. Piles of printed pictures from various family events tipping into stacks of bills to pay or papers to file. We both seemed to need to see things to remember they were there.

So how can I take that need for visual cues and make it work in a system that minimizes the clutter?

I think some of the tools for executive functioning issues may be a solution. Just having an agenda or a calendar is not enough. There needs to be a clear way to put it to good use. Color code events or subjects. Use sparkly stickers for due dates or deadlines. Have a spreadsheet format table to assist with counting back from when things are due to when you have time to work on them. Then work forward to slot parts of the project or homework or studying into those available time slots.

If it sounds like a lot of work it is!!
Many adults still use the last minute method for various kinds of deadlines in their lives. That makes for amusing stories when you’re younger but can lead to serious stress when you are older. Play into your strengths. Find the preferred learning style of your child or student. The concept of multiple intelligences is a big deal these days. They may already be aware of their strongest style if learning. Use that a the basis of their organizational system.

But mostly be aware….organization, like reading and math, has to be explicitly and systematically taught to students with dyslexia (or dyscalculia or ADHD) who will not “just pick it up” by observing organized people.

It’s all in your head

My mother has fallen into a major depression culminating in her hospitalization. The added responsibility meant something needed to “fall off the table” so my blog has suffered. But the response of many of the people around my ‘different’ mother reminded me how society reacts to issues of the mind.

Dyslexia is NOT of course any sort of mental illness. It IS a different sort of wiring of the brain. And it too is an unseen condition that many don’t understand. It can’t be touched or very easily measured which makes it an invisible condition.
So why I occasionally blog about research into dyslexia, is because there still appears to be a debate about this learning difference. …..is it real? Or is it ‘all in your head’?

For me, the work done with fMRI clearly shows the variation in brain functioning in a person with and without dyslexia. This is important for turning an invisible condition into a visible….even measurable. …condition. But in the end, the true value of any sort of screening is not just in knowing that you have dyslexia, it is identifying what your specific strengths and weaknesses are. This allows you the opportunity to bolster your weak areas and capitalize (or at least not worry about) your strengths.

Dyslexia is a condition that children will not ‘just grow out of’, and it is not ‘all in their heads’. It is real, and it is difficult in our present day society to live with because of how we obtain our information. All but gone are cultures with oral teaching traditions. Reading and writing to gain or disseminate information has become the norm. So dyslexia needs to be acknowledged as a condition, identified early in childhood and accommodated in the classroom and even on the job.

How do we start to bring about this change?

Stop thinking that proficiency at random rote memorization is a proof of intelligence.
Start allowing for oral testing, even ‘discussion of understanding’ types of assessments would be more appropriate and could also be done in small groups, as though they might be more time consuming they also more closely approximate real many real life situations

Stop shaming students that ‘aren’t organized’ or are always ‘forgetful’
Start acknowledging that schools are places to learn how to learn. …and that we all learn differently…so…..
Stop expecting all the students to fit the same mold. Teachers are creative we should leverage them to assist with ideas to organize students who can’t easily read.

Start allowing for oral job interviews so that people can show their true skills and intelligence despite reading or writing difficulties.

An invisible difference is still a real difference but it doesn’t need to be a road block if we as a society can be flexible enough to change.

Reading…for pleasure

I just read an article
(http://m.eastwoodadvertiser.co.uk/news/local/author-in-world-first-for-dyslexia-1-6959668) about a UK author who took this discussion  about fonts to a whole new level.
Keeping in mind the many issues with dyslexia and reading, she has:
used shorter paragraph groupings
avoided hyphenated words that are broken between two lines
used a dyslexia font (Open Dyslexic) that offers better spacing within words and between words
and finally — avoided printing black type on white paper (choosing a grey background instead)

All this she has done in an effort to produce books accessible to dyslexics…..for pleasure reading.

It made me realize how much focus is put on reading to learn…reading for information. …reading to get through school…to fill out job applications….to function in our written world.

But of course people still want to read for pleasure…I do. Every day.

So thank you Gloria Morgan for choosing to allow 10% of the English speaking world to more easily read…
for pleasure!

Fussing about Fonts

Recently the internet has exploded with articles and blogs and Facebook posts about a font names Dyslexie created by Christian Boer in 2008. For those in the field of dyslexia, this is not a “new” discovery, and there has even been research conducted on the effectiveness of specific fonts in improving readability of text.

An article from the creator of another font – Lucidia – one Chuck Bigelow – has this to say – http://bigelowandholmes.typepad.com/bigelow-holmes/2014/11/typography-dyslexia.html– And though it would appear to be obviously biased – it actually sums up what my experience working in the dyslexia field has been.

There are a few adults who swear by the Dyslexie font and many that have tried different “Dyslexic” fonts to assist with reading. I myself have printed stories for students in Christian Boer’s font in an attempt to improve their fluency or prosody. I truly did not notice much of a difference for the kids that I am working with. Only one child, with severe dyslexia, showed any possible improvement using the Dyslexie font. This is not of course a scientific study – that would require hundreds of people of varying ages with different severities of dyslexia – but it is curious that with my small sample size – I noticed the same trend as noted in the article.

While it makes sense that a font that is asymmetrical or has a darkened “bottom” to its letters should make them stay in the correct orientation and assist with reading – the lack of consistent response to these fonts in studies conducted in the Netherlands,  make that conclusion suspect. In fact many different fonts if used with fewer words per line, with increased spacing between words, and in fact a slightly larger space between letters (so they don’t “run into” each other) is what appears to truly make the difference in allowing a person with dyslexia to more easily distinguish and read printed text.

So what’s all the fuss about fonts? Fonts can be one of many tools that parents, tutors, educators and web designers should look at to make the written language more accessible to 10% of the population….but in my opinion, it is not going to be the magic cure.

What’s in your tool box?

I expect every teacher and tutor has their favourite go to app or game to assist children in learning to read and write. For the dyslexic, this list can be long and varied — and somewhat overwhelming to navigate.

I have had the honour of working with a very driven mother who, though dyslexic herself, does not see this as a barrier to helping her children to learn. She has uncovered some wonderful apps for the iPad and I thought I’d point people in their direction.

iReadWrite
This app combines the usefulness of a voice to text app with a dictionary that acts as a text to speech app all while presenting text in Open Dyslexie font. Truly a useful writing tool — it assists with predictive text in a way that is far more accessible to those with reading and writing limitations. A huge gold star to this app – -well worth the $20 price tag.

SimpleMind+
This a mind mapping app that assists with collecting thoughts together around a central theme. Using bubbles and colours a “word web” is created around a single topic with room for notes within each bubble. Starting with this app and using a screen capture….organized ideas can be “read” out to the iReadWrite app to create a highly structured in-depth essay, poem, or story.   Use the free version or the full ($5).

Finally for the tutors out there — I’d just like to give a shout out to SpellingSuccess.com for their well thought out, colourful and interactive card games for the Barton Reading and Spelling system. I have enjoyed using them with kids from 8-13 years old. There are many variations that can be played with the cards and the tiles. They are well made and come in a sturdy carrying case. Very effective!

Thank you to all who are assisting the dyslexic world and making the written word more accessible!