Overcoming dyslexia:

Lifelong condition. 

Andrew can learn to read, though it’s not easy and may take some time. 

Early identification, diagnosis, intervention. 

Overall. Dyslexic children require a lot of individual attention and practice. Small group and intense and specific instruction. 

15-20 min 3/week. No weekends. Fun!!!

Practice and reinforcement. Not teaching new things. 

“Weekends are for enjoyment and not to play catch-up.”

Encourage sounding out. 

Read out loud together 4 to 5 times a week, but I read to them and they were read to me. 

Play word detective/spy

Vocabulary cards; 10 new /week

Hey fixes, prefixes, Latin roots. Top 20 most popular (inter, sub, fore)

Academicwordlists. Com

Ch. 20 Comprehension strategies 

6 trait writing

Library cards 

Write frequently 

90 min/day fluency, phrases, texts with 4 kids

45 min/ day resource/ integration with subjects 

Tutor!

Instruction must be relentless and amplified in every way possible so that it penetrates and takes hold. 

Intervention, integration, & frequent monitoring.

Intervention: content, timing, duration, setting/environment,

INTENSE, calibrated, direct instruction. Help him make the leap to catch up. Change pacing, find alternate ways of explanation. Groups of 4-5. 

High quality instruction: interactive, active, engaged, meaningful; using effort to keep his attention, ask him questions.

Reading consumes huge amounts of attention and energy. 

“Requires an extra 150-300 hours of intensive instruction (60-90 min 5/days/week) for 3 years if he is going to close the reading gap between he and his peers.”

Specialized schools make a difference. School should address dyslexic needs and make the child feel welcome.  

Ch. 21 Wilson Reading system and program (and foundations)

“Spell Read”

“Read 180” LIPS

What words clearinghouse and lips

Sound partners, phonics-based

Success furlough

What works clearinghouse

All are effective evidence-based programs

Andrew knowing how to read should be my expectation. And he should know that. 

It is not a sprint but a marathon.

After the marathon, there will be a sense of profound relief. And a knowledge that Andrew can handle anything. He can move onto the highest level of education and succeed in his career and life. 

be Andrews champion who offers hope and a bright vision of the future

First two elements are phonemic awareness and phonics. Say what’s dyslexia screeningSpire do codable readers. Scholastic the codable readers  

What worksclearinghouse.com

Orton Gillingham as a multi sensory approach

Example tap each finger with your thumb as you say a word. Use all five senses. 

45 to 90 minutes three days a week

Practice oral reading, practice reading connected texts over and over again and provide ongoing feedback as a child reads. 

—Repeated oral readings. Poetry. 

Less than 200 words. 

—Song lyrics; choral reading. 

—Paired readings, read aloud WITH parents. 

—Fluency: readers theater, paired reading, peer tutor to younger child

—Make “little books” OU/ OW

Vocab: “fear” brainstorming Play 

Place Emphasis on the child’s strengths. The isolated phonetic weakness is only one small part of a much larger picture. Too often the focus is only on the weakness. Focus on the child’s strong capabilities and potential. Whatever those strengths are. Utility to reason, analyze to conceptualize, To be creative, to have empathy, To visualize, to imagine, or to think in novel ways. It is imperative that the strengths be nurtured and are to identify the child. 

Dyslexics must be allowed extra time for testing. 

Our number one priority needs to be preserving Andrew’s self-esteem. The extraordinary amount of work he has to put forth just to keep up requires understanding, patience, positivity, and encouragement. Help him to develop a positive sense of himself. 

Regularly remind Andrew of his value as a person. Having an understanding thing of their disability helps them to open their vision to their future and their possibilities and abilities. Help him to continually grow and maintain his self-esteem help him to learn how to self advocate. Help him to turn take the long 

View. Help him to keep in mind that there can be a pot of gold at the end of this rainbow. Let him know dyslexia is a problem that intelligent people have with reading. Surrounded by a sea of strengths. It has nothing to do with how smart he is, in fact, some of the brightest people have dyslexia. His problem is and part has difficulty in pulling apart sounds in words. Sticky sounds. Reassure him that these are common problems. 

Don’t underestimate Andrew or his future possibilities. Aim high. Have confidence in him. Convey that belief and make sure that any academic paths are not prematurely closed off. Don’t lower expectations. 

1. College prep 101.

Paradox of dyslexia. With both strengths and weaknesses. “Diamonds in the Rough”

Role-play questions and conversations with admin, boss, etc. 

CBT-cognitive behavior therapy

Mindfulness. Paying attention without giving judgement. 

Help unlock the creativity, innovation, invention, and ingenuity. 

A student come expect to gain one grade level after every 100 hours of reading instruction. 

Dyslexics, all too familiar with failure, have developed a growth mindset. 

While dyslexia is part of Andrew, it will never define him.