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Students who learn the six major syllable types and their corresponding division patterns will possess one more important strategy in their arsenal of decoding tools, especially valuable to help students read multisyllabic words. Although syllables are considered to be units of speech – not writing, grammar or structure, difficulty in their analysis for writing/spelling purposes results from confusion of their boundaries or division patterns.   I have experienced this personally and know the profound frustration that comes with it! Knowing syllable types and where to apply segmentation reduces confusion while increasing decoding efficiency.   Students have less difficulty hearing syllabic divisions than in recognizing their written counterparts. Knowing the alternatives for dividing words into syllables including the action of chopping, scooping, saying the syllable word part, then putting the parts together as a whole provides students with another strategy... read more

i. Rate of processing and letter naming speed weakness RAN: Rapid (Accurate) Automatic Naming   ii. Fluency   What do these two terms mean and how do they impact learning to read and spell.   i. Rapid Automatic Naming (RAN) is the accurate, quick, repeated naming of a series of letters, objects, numbers or colors, in a random order.   ii. Fluency is the rapid, prosodic flow with which a skilled reader reads. When reading aloud the fluent reader sounds as if he is speaking normally, in essence mirroring spoken language; fluid, accurate, appropriate speed, phrasing, and intonation.   When combined, the characteristics of RAN and fluency facilitate self-correction and support comprehension, and are thus critical components for learning to read.

Handwriting is a kinesthetic activity. Kinesthetic memory is thought to be the earliest, strongest, and most reliable form of memory within the human language learning experience.   Research results support the importance of learning handwriting, letter and word-forming skills activity as a factor in learning to read. Handwriting is thought to aid (spellers) in remembering orthographic patterns.   Specific frequent spellings are used for each of the consonant and vowel phonemes in English. Handwriting develops recognition for the patterns and application of the rules, increases fluency, improves legibility and assists in organization of thoughts.   Spelling typically improves with increased handwriting legibility. Letter tracing and copying aid fine and gross motor skill(s) development and promotes necessary skills for reading and writing. Instruction in writing and spelling often comes before instruction in reading thus efforts to promote... read more

EX: New Feature: Spelling /ay/ at end of word, as in play or stay.   Engaging guided discovery using magnets. Teaching spelling for a sound unit that has more than one spelling option requires imprinting with specificity. Guiding the student in a discovery experience, rather than ‘talking’ an explanation can accomplish this.   For example: There are many ways to spell the phonemic sound: long/a/. Where long/a/ comes at the end of a word like play, guided discovery technique using magnets is one recognized method for demonstrating to the student where the sound falls within the word, and on that basis, how to spell the sound when in that position.   In the word /play/, student pulls down one magnet for each phoneme (sound) heard (not the letter name). Student pulls down 3 magnets saying their individual sounds simultaneously to the movement of its corresponding magnet as follows: One magnet for /p/, one for /l/, and one for the long /a/ sound.... read more

i. Individual instruction: O.G. approach typically pairs teachers with students on a one to one basis.   ii. Diagnostic and prescriptive: As a warm-up and review at start of every lesson consisting of letters and sounds already taught: The process of learning to read goes from symbol to sound, thus symbol recognition must be the first drill segment engaged for instructional emphasis. Inclusion at the start of an O-G lesson plan provides the basic foundation for the remaining lesson plan. This Visual Flash-Card Phonogram Drill develops students' decoding ability through the constant random repetitive visual recognition of all the individual letter symbols while simultaneously performing the repetitive exercise of verbalizing their corresponding phonemic sounds. This is a support action, which serves to consistently reinforce cumulative integrated learning.    iii. Automaticity directed: As students confirm accuracy in decoding they move toward automaticity... read more

Developmental dyslexia is characterized by an unexpected difficulty in reading experienced by children and adults who otherwise possess the intelligence and motivation considered necessary for accurate and fluent reading. Dyslexia is a specific languagebased disorder affecting an individual’s ability for acquiring proficiency with different language forms including reading, writing and spelling. It is characterized by difficulties in single word decoding, usually reflecting insufficient phonological processing abilities owing to a congenital neurological disorder. These difficulties manifest in varying degrees and are typically unexpected in relation to age, cognitive and academic abilities.

Are you frustrated with homework nightly wars, confused about your smart child who can't spell, amazed by your child's brilliance despite his low reading ability?  View this newsletter and video seminar from Bright Solutions for some support.   http://x.brightsolutions.us/w.aspx?j=310938050&m=F37F9E976ACC413AB8252B2AACC4D4BE

Just about every parent asks me this question.  It is so difficult to answer because there is no set formula. So my honest answer: I don't know.  Every student is different.  There really are no easy fixes when it comes to learning differences.   (And I can't believe I said that-right?)   I like to think that teaching someone to read is like teaching someone to bake a cake. The first step is to assemble the ingredients and the tools you need to measure, mix and bake. With reading it's the same way.  We need all the right ingredients and tools to get the job done. We need to identify sounds, blend them together, take them apart and mix them into new words.  The issue for students with learning differences is usually, that they need different tools than the ones they are used to working with.   Some students make steady consistent progress, while some progress, plateau, then progress, and... read more

If your child has not succeeded in any school "reading pull out" programs or traditional reading tutoring, stop the torture!  Your child likely needs an Orton-Gillingham based reading program that is multi-sensory, systematic, and does not encourage guessing at words.  Please do not let your struggling reader stay involved in any program that encourages "guessing" at words.  This will only serve to confuse and frustrate your child more.  Rote memorization of spelling words is also not an effective strategy for a dyslexic student.  Contact me if you'd like tips or more direction on how to really help your child excel in reading/spelling and self-confidence.

Often schools don't identify children with Dyslexia until they are in third or fourth grade, and by that time, if not properly dealt with, children with Dyslexia tend to lag miles behind their classmates in reading. If you suspect your child of having Dyslexia, the sooner this disability is either ruled out or identified, the better. Try to seek testing from your child's school district; if not, if financially possible, seek private professional advice from a pediatrician (even if the district does agree to test your child) , and/or  a  neuro-psychologist or a developmental psychologist for testing. To learn more about Dyslexia google for the International Dyslexia Association  www.interdys.org  or  Wilson Language Program www.wilsonlanguage.com, They can describe key characteristics of dyslexic children and adults. If your child is professionally identified as having Dyslexia or a Learning Disability which includes having difficulty in sounding out (decoding)... read more

Being a struggling reader can affect a child's entire school experience. Everyday functioning in the content areas as well as confidence levels and enthusiasm towards school take a big hit for many students who experience reading difficulties. Part of my practice as a special education teacher and tutor who works with struggling readers is to turn reading into something that can be fun and rewarding, rather than laborious and confidence-killing. I've found that one of the biggest motivators for my struggling readers is to incorporate technology into acquiring and practicing reading skills.   I've recently experienced great success through a new federally funded program for individual's with print disabilities called Book Share. Through this program, students can download hundreds of thousands of texts for free. I have all of my eligible students signed up for this program. Then we open the downloaded books on the iPad through an app called Voice Dream. There is a $9.99... read more

  Dear readers,   Many times I have been asked about dyslexia by concerned parents, parents who see their child struggling at school or even as early as Pre -K, but don't know what to do or if they panic over nothing.   As a certified dyslexia tutor with a lot of experience, I can identify the warning signs right away. I would like you, parents, to be able to see these warning signs too, and early enough to be able to help your child before they experience difficulties and frustration.   Please watch this informative video, which also tells a personal story that will touch your hearts.  (It also endorses the Orton Gillingham Approach which I use when working with my dyslexic students). You will do yourselves and your child a huge favor, and you will become their best  advocates.   Below is the link to this video that I highly recommend watching:   http://www... read more

Handwriting difficulty can be caused by poor fine motor skills, sensory difficulty or a learning disability such as dyslexia or dysgraphia. Here are a few suggestions for helping those children. Strengthen hand muscles • Touch the thumb of each hand to each finger in turn, index finger to pinkie, and back. • Touch the tip of each finger in progression to the palm. The thumb is the easiest. • Open and close a tight fist. • Do chair hand pushups by sitting on a chair with your palms on the chair fingers forward then pushing down lifting the body slightly. • Play with clay to strengthen the hand muscles. • Punch holes with a hand held hole-puncher. Practice hand-eye coordination • Play with Lagos, fitting the blocks together. • Color inside the lines in coloring books. • Draw a line from the entrance to the center of a paper maze • Fill-in missing sections of pictures following dotted lines and later with no lines. Form letters... read more

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