Take a look at Yale's Dyslexia Clinic- Information for Teachers. On May 13, 2013, at 3:00 PM, mosaic-requ...@literacyworkshop.org wrote:
> Send Mosaic mailing list submissions to > mosaic@literacyworkshop.org > > To subscribe or unsubscribe via the World Wide Web, visit > http://literacyworkshop.org/mailman/listinfo/mosaic_literacyworkshop.org > > or, via email, send a message with subject or body 'help' to > mosaic-requ...@literacyworkshop.org > > You can reach the person managing the list at > mosaic-ow...@literacyworkshop.org > > When replying, please edit your Subject line so it is more specific > than "Re: Contents of Mosaic digest..." > > > Today's Topics: > > 1. Re: Mosaic Digest, Vol 81, Issue 9 (Claire) > 2. Re: Dyslexia (Troy F) (K L) > > > ---------------------------------------------------------------------- > > Message: 1 > Date: Sun, 12 May 2013 19:14:17 -0400 > From: Claire <fourni...@mac.com> > To: mosaic@literacyworkshop.org > Subject: Re: [MOSAIC] Mosaic Digest, Vol 81, Issue 9 > Message-ID: <6a6ac2da-4bdc-40af-8752-8289254fe...@mac.com> > Content-Type: text/plain; charset=us-ascii > > It does happen. > > On May 12, 2013, at 3:00 PM, mosaic-requ...@literacyworkshop.org wrote: > >> Send Mosaic mailing list submissions to >> mosaic@literacyworkshop.org >> >> To subscribe or unsubscribe via the World Wide Web, visit >> http://literacyworkshop.org/mailman/listinfo/mosaic_literacyworkshop.org >> >> or, via email, send a message with subject or body 'help' to >> mosaic-requ...@literacyworkshop.org >> >> You can reach the person managing the list at >> mosaic-ow...@literacyworkshop.org >> >> When replying, please edit your Subject line so it is more specific >> than "Re: Contents of Mosaic digest..." >> >> >> Today's Topics: >> >> 1. Re: Dyslexia (Troy F) >> 2. Re: Dyslexia (Beverlee paul) >> 3. Re: Dyslexia (Renee G) >> 4. Re: Dyslexia (Amy McGovern) >> >> >> ---------------------------------------------------------------------- >> >> Message: 1 >> Date: Sun, 12 May 2013 08:15:15 -0500 >> From: Troy F <jayhawkrt...@gmail.com> >> To: "Mosaic: A Reading Comprehension Strategies Email Group" >> <mosaic@literacyworkshop.org> >> Subject: Re: [MOSAIC] Dyslexia >> Message-ID: <09d5ac91-11de-4975-b2d9-7ccc95962...@gmail.com> >> Content-Type: text/plain; charset=us-ascii >> >> This student struggles with decoding. She comprehends well. She can infer >> and thinks through the stories well. When giving running records it is her >> decoding that keeps her from moving forward. She often struggles with the >> more common HF words. Her oral comprehension is well above grade level. >> Which means when read to. She has a strong vocabulary and can infer word >> meanings even when mispronouncing them, which hinders her from really >> learning the word. She struggles with breaking words apart and putting them >> back together and will read words back words. She has to slow down so much >> to work through her processing problems. It took her 20 minutes to read a >> 230 word text orally, but she did pass the comprehensive conversation. She >> is in the process of being identified right now for special services. >> Most of the time it is just the family pediatrician that diagnoses it. >> >> Troy Fredde >> >> On May 7, 2013, at 10:41 AM, Renee Goularte <share2lear...@gmail.com> wrote: >> >>> I am very confused. If her comprehension is well above grade level, then >>> how can she be struggling with her reading? If you are talking about >>> decoding, well..... decoding is just one element of the reading process, >>> and apparently one that is not hindering her. >>> >>> Seems to me like there is no problem here. >>> Renee >>> >>>> >>>> From: jayhawkrtroy fredde <jayhawkrt...@gmail.com> >>>> To: Mosaic: A Reading Comprehension Strategies Email Group >>>> <mosaic@literacyworkshop.org> >>>> Sent: Wed, May 1, 2013 11:31 am >>>> Subject: [MOSAIC] Dyslexia >>>> >>>> >>>> I need some ideas to help a student who is struggling with dyslexia. She >>>> has been diagnosed by a doctor and struggles with her reading. Her >>>> comprehension is well above grade level. Any ideas will be welcomed. >>>> Thanks >>>> >>>> Troy Fredde >>> >>> _______________________________________________ >>> Mosaic mailing list >>> Mosaic@literacyworkshop.org >>> To unsubscribe or modify your membership please go to >>> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org >>> >>> Search the MOSAIC archives at http://snipurl.com/MosaicArchive >>> >> >> >> >> ------------------------------ >> >> Message: 2 >> Date: Sun, 12 May 2013 07:21:42 -0600 >> From: Beverlee paul <beverleep...@gmail.com> >> To: "Mosaic: A Reading Comprehension Strategies Email Group" >> <mosaic@literacyworkshop.org> >> Subject: Re: [MOSAIC] Dyslexia >> Message-ID: <b832643e-bc0c-4802-b834-b787586b1...@gmail.com> >> Content-Type: text/plain; charset=us-ascii >> >> Pediatricians are not trained to diagnose dyslexia. They have no education >> in that area. >> >> "Literature is the act that breaks the frozen sea inside us." Franz Kafka >> >> On May 12, 2013, at 7:15 AM, Troy F <jayhawkrt...@gmail.com> wrote: >> >>> This student struggles with decoding. She comprehends well. She can infer >>> and thinks through the stories well. When giving running records it is her >>> decoding that keeps her from moving forward. She often struggles with the >>> more common HF words. Her oral comprehension is well above grade level. >>> Which means when read to. She has a strong vocabulary and can infer word >>> meanings even when mispronouncing them, which hinders her from really >>> learning the word. She struggles with breaking words apart and putting them >>> back together and will read words back words. She has to slow down so much >>> to work through her processing problems. It took her 20 minutes to read a >>> 230 word text orally, but she did pass the comprehensive conversation. She >>> is in the process of being identified right now for special services. >>> Most of the time it is just the family pediatrician that diagnoses it. >>> >>> Troy Fredde >>> >>> On May 7, 2013, at 10:41 AM, Renee Goularte <share2lear...@gmail.com> wrote: >>> >>>> I am very confused. If her comprehension is well above grade level, then >>>> how can she be struggling with her reading? If you are talking about >>>> decoding, well..... decoding is just one element of the reading process, >>>> and apparently one that is not hindering her. >>>> >>>> Seems to me like there is no problem here. >>>> Renee >>>> >>>>> >>>>> From: jayhawkrtroy fredde <jayhawkrt...@gmail.com> >>>>> To: Mosaic: A Reading Comprehension Strategies Email Group >>>>> <mosaic@literacyworkshop.org> >>>>> Sent: Wed, May 1, 2013 11:31 am >>>>> Subject: [MOSAIC] Dyslexia >>>>> >>>>> >>>>> I need some ideas to help a student who is struggling with dyslexia. She >>>>> has been diagnosed by a doctor and struggles with her reading. Her >>>>> comprehension is well above grade level. Any ideas will be welcomed. >>>>> Thanks >>>>> >>>>> Troy Fredde >>>> >>>> _______________________________________________ >>>> Mosaic mailing list >>>> Mosaic@literacyworkshop.org >>>> To unsubscribe or modify your membership please go to >>>> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org >>>> >>>> Search the MOSAIC archives at http://snipurl.com/MosaicArchive >>> >>> _______________________________________________ >>> Mosaic mailing list >>> Mosaic@literacyworkshop.org >>> To unsubscribe or modify your membership please go to >>> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org >>> >>> Search the MOSAIC archives at http://snipurl.com/MosaicArchive >>> >> >> >> >> ------------------------------ >> >> Message: 3 >> Date: Sun, 12 May 2013 06:51:14 -0700 >> From: Renee G <share2lear...@gmail.com> >> To: "Mosaic: A Reading Comprehension Strategies Email Group" >> <mosaic@literacyworkshop.org> >> Subject: Re: [MOSAIC] Dyslexia >> Message-ID: <6c1c4d21aa201093f7ca577f71f3b...@gmail.com> >> Content-Type: text/plain; charset=US-ASCII; delsp=yes; format=flowed >> >> I would be interested in knowing what she does when faced with >> completely unfamiliar text. >> >> So she comprehends well and infers the meanings of words even if she >> mispronounces them. To me, that is no problem. It seems as though this >> student is not a proficient oral reader. So? >> >> If a student comprehends well at grade level but is considered not to >> be "moving forward" because of oral fluency and/or decoding issues that >> do not appear to hinder her comprehension ability, it seems the problem >> is with the assessors and the assessments, not the assessee. >> >> Reading is about making meaning. Decoding is one path to making >> meaning, but it is not the only path. Obviously this student is using >> other reading strategies to make meaning from text. >> >> That she is unable to score well on a running record is something to >> note, and decoding may be something to work on, but if those running >> record scores are keeping her from "moving forward" ..... well.... >> what does that mean, exactly? How does a running record score keep a >> student from moving forward? >> >> It should be comprehension ability that drives reading selection, not >> running record or any other decoding scores. >> >> What would Mosaic of Thought teach us? >> Renee >> >> >> On May 12, 2013, at 6:15 AM, Troy F wrote: >> >>> This student struggles with decoding. She comprehends well. She can >>> infer and thinks through the stories well. When giving running records >>> it is her decoding that keeps her from moving forward. She often >>> struggles with the more common HF words. Her oral comprehension is >>> well above grade level. Which means when read to. She has a strong >>> vocabulary and can infer word meanings even when mispronouncing them, >>> which hinders her from really learning the word. She struggles with >>> breaking words apart and putting them back together and will read >>> words back words. She has to slow down so much to work through her >>> processing problems. It took her 20 minutes to read a 230 word text >>> orally, but she did pass the comprehensive conversation. She is in the >>> process of being identified right now for special services. >>> Most of the time it is just the family pediatrician that diagnoses it. >>> >>> Troy Fredde >>> >>> On May 7, 2013, at 10:41 AM, Renee Goularte <share2lear...@gmail.com> >>> wrote: >>> >>>> I am very confused. If her comprehension is well above grade level, >>>> then how can she be struggling with her reading? If you are talking >>>> about decoding, well..... decoding is just one element of the reading >>>> process, and apparently one that is not hindering her. >>>> >>>> Seems to me like there is no problem here. >>>> Renee >>>> >>>>> >>>>> From: jayhawkrtroy fredde <jayhawkrt...@gmail.com> >>>>> To: Mosaic: A Reading Comprehension Strategies Email Group >>>>> <mosaic@literacyworkshop.org> >>>>> Sent: Wed, May 1, 2013 11:31 am >>>>> Subject: [MOSAIC] Dyslexia >>>>> >>>>> >>>>> I need some ideas to help a student who is struggling with dyslexia. >>>>> She >>>>> has been diagnosed by a doctor and struggles with her reading. Her >>>>> comprehension is well above grade level. Any ideas will be welcomed. >>>>> Thanks >>>>> >>>>> Troy Fredde >>>> >>>> _______________________________________________ >>>> Mosaic mailing list >>>> Mosaic@literacyworkshop.org >>>> To unsubscribe or modify your membership please go to >>>> http://literacyworkshop.org/mailman/options/ >>>> mosaic_literacyworkshop.org >>>> >>>> Search the MOSAIC archives at http://snipurl.com/MosaicArchive >>>> >>> >>> _______________________________________________ >>> Mosaic mailing list >>> Mosaic@literacyworkshop.org >>> To unsubscribe or modify your membership please go to >>> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org >>> >>> Search the MOSAIC archives at http://snipurl.com/MosaicArchive >>> >>> >> When you have only two pennies left in the world, buy a loaf of bread >> with one, and a lily with the other. >> ~ Chinese Proverb >> >> >> >> >> >> ------------------------------ >> >> Message: 4 >> Date: Sun, 12 May 2013 13:23:32 -0500 >> From: Amy McGovern <mcgovern_amy64042...@hotmail.com> >> To: <mosaic@literacyworkshop.org> >> Subject: Re: [MOSAIC] Dyslexia >> Message-ID: <blu176-w12ab4a0920e928caf30e29e9...@phx.gbl> >> Content-Type: text/plain; charset="iso-8859-1" >> >> What grade is this student in? >> >>> From: share2lear...@gmail.com >>> Date: Sun, 12 May 2013 06:51:14 -0700 >>> To: mosaic@literacyworkshop.org >>> Subject: Re: [MOSAIC] Dyslexia >>> >>> I would be interested in knowing what she does when faced with >>> completely unfamiliar text. >>> >>> So she comprehends well and infers the meanings of words even if she >>> mispronounces them. To me, that is no problem. It seems as though this >>> student is not a proficient oral reader. So? >>> >>> If a student comprehends well at grade level but is considered not to >>> be "moving forward" because of oral fluency and/or decoding issues that >>> do not appear to hinder her comprehension ability, it seems the problem >>> is with the assessors and the assessments, not the assessee. >>> >>> Reading is about making meaning. Decoding is one path to making >>> meaning, but it is not the only path. Obviously this student is using >>> other reading strategies to make meaning from text. >>> >>> That she is unable to score well on a running record is something to >>> note, and decoding may be something to work on, but if those running >>> record scores are keeping her from "moving forward" ..... well.... >>> what does that mean, exactly? How does a running record score keep a >>> student from moving forward? >>> >>> It should be comprehension ability that drives reading selection, not >>> running record or any other decoding scores. >>> >>> What would Mosaic of Thought teach us? >>> Renee >>> >>> >>> On May 12, 2013, at 6:15 AM, Troy F wrote: >>> >>>> This student struggles with decoding. She comprehends well. She can >>>> infer and thinks through the stories well. When giving running records >>>> it is her decoding that keeps her from moving forward. She often >>>> struggles with the more common HF words. Her oral comprehension is >>>> well above grade level. Which means when read to. She has a strong >>>> vocabulary and can infer word meanings even when mispronouncing them, >>>> which hinders her from really learning the word. She struggles with >>>> breaking words apart and putting them back together and will read >>>> words back words. She has to slow down so much to work through her >>>> processing problems. It took her 20 minutes to read a 230 word text >>>> orally, but she did pass the comprehensive conversation. She is in the >>>> process of being identified right now for special services. >>>> Most of the time it is just the family pediatrician that diagnoses it. >>>> >>>> Troy Fredde >>>> >>>> On May 7, 2013, at 10:41 AM, Renee Goularte <share2lear...@gmail.com> >>>> wrote: >>>> >>>>> I am very confused. If her comprehension is well above grade level, >>>>> then how can she be struggling with her reading? If you are talking >>>>> about decoding, well..... decoding is just one element of the reading >>>>> process, and apparently one that is not hindering her. >>>>> >>>>> Seems to me like there is no problem here. >>>>> Renee >>>>> >>>>>> >>>>>> From: jayhawkrtroy fredde <jayhawkrt...@gmail.com> >>>>>> To: Mosaic: A Reading Comprehension Strategies Email Group >>>>>> <mosaic@literacyworkshop.org> >>>>>> Sent: Wed, May 1, 2013 11:31 am >>>>>> Subject: [MOSAIC] Dyslexia >>>>>> >>>>>> >>>>>> I need some ideas to help a student who is struggling with dyslexia. >>>>>> She >>>>>> has been diagnosed by a doctor and struggles with her reading. Her >>>>>> comprehension is well above grade level. Any ideas will be welcomed. >>>>>> Thanks >>>>>> >>>>>> Troy Fredde >>>>> >>>>> _______________________________________________ >>>>> Mosaic mailing list >>>>> Mosaic@literacyworkshop.org >>>>> To unsubscribe or modify your membership please go to >>>>> http://literacyworkshop.org/mailman/options/ >>>>> mosaic_literacyworkshop.org >>>>> >>>>> Search the MOSAIC archives at http://snipurl.com/MosaicArchive >>>>> >>>> >>>> _______________________________________________ >>>> Mosaic mailing list >>>> Mosaic@literacyworkshop.org >>>> To unsubscribe or modify your membership please go to >>>> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org >>>> >>>> Search the MOSAIC archives at http://snipurl.com/MosaicArchive >>>> >>>> >>> When you have only two pennies left in the world, buy a loaf of bread >>> with one, and a lily with the other. >>> ~ Chinese Proverb >>> >>> >>> >>> _______________________________________________ >>> Mosaic mailing list >>> Mosaic@literacyworkshop.org >>> To unsubscribe or modify your membership please go to >>> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org >>> >>> Search the MOSAIC archives at http://snipurl.com/MosaicArchive >>> >> >> >> ------------------------------ >> >> Subject: Digest Footer >> >> _______________________________________________ >> Mosaic mailing list >> Mosaic@literacyworkshop.org >> To unsubscribe or modify your membership please go to >> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. >> >> Search the MOSAIC archives at http://snipurl.com/MosaicArchive. >> >> ------------------------------ >> >> End of Mosaic Digest, Vol 81, Issue 9 >> ************************************* > > > > > ------------------------------ > > Message: 2 > Date: Sun, 12 May 2013 19:28:50 -0700 (PDT) > From: K L <rdgtchr2...@yahoo.com> > To: "mosaic@literacyworkshop.org" <mosaic@literacyworkshop.org> > Subject: Re: [MOSAIC] Dyslexia (Troy F) > Message-ID: > <1368412130.32600.yahoomail...@web160501.mail.bf1.yahoo.com> > Content-Type: text/plain; charset=iso-8859-1 > > I have found success in using a?multi-sensory approach when working with > students with dyslexic tendencies (only a doctor can diagnosis dyslexia and > not all of the students have the medical diagnosis).? Here are two things > that I have used to help with sight words.? To begin with you need to only > work with 3-5 unknown words at a time and in both activities they word needs > to be written 2" high: > ? > 1)? Have the student write each word on a piece of paper?( I usually cut a > piece of typing paper in half)?placed on top of a sheet of > plastic?needlepoint canvas with a crayon or on top of a piece of sandpaper > (the lowest number so that it is rough) with a colored pencil? and then?draw > a line underneath it on Day 1.? Then they trace over the letter with the > index finger, as they say the letter out loud and?say the word as they trace > the word?underneath it.? Repeat this three times with each word.? The?"bumps" > made from writing on the textured sheet underneath provides them with a > tactile surface.??Ex. student?says?"a" while tracing the a, "n" while tracing > the n, and "d" while tracing the d.? Then says "spells 'and' " while tracing > the line under the word.? You will repeat the tracing/speaking steps for Days > 2-4.? You can use the words slips?that were?made on Day 1?for the remainder > of the week,?but sometimes in midweek I have to > have them write them again because the "bumps" get worn down.? Depending on > the student, I have let them make on set to take home and I make one set to > use in class, especially if they have difficulty forming the letters on the > rough surface.? On Day 5, I check to see if the student can read the words by > flashing the?slips of paper to the student.??If she recognizes the word > within 3 seconds (which is the time allowed for sight word recognition) then > move it to the "known pile" and for each word? that she doesn't know I place > in the "unknown pile".? I take the "known" words, punch a hole in the top > left-hand corner and put on a ring to use for review (which > accumulates?words?over time)?and any "unknown" words are added to the list > for the following weeks to which I add enough new "unknown" words until I > have my 3-5 list that we will repeat the process for the following week? I > review known words at least twice a week. > ? > 2) Choose 3-5 unknown words.? Then using one word at a time, have the student > write?the?word on a dry-erase board three times, using a different color each > time (i.e., red, blue, and green marker).? Each time she will spell the word > out loud while?writing the letter and?then say the whole word while drawing a > line underneath it.? She will then erase the word and prepare for the next > word.? Ex. student?says?"a" while?writing the a, "n" while?writing the n, and > "d" while?writing the d.? Then says "spells 'and' " while?drawing the line > under the word. > ? > I?hope this?helps with your student.? I don't know what?grade or age?of the > student.? Part of the problem with high frequency words is that they are > often not decodable and must be memorized.? Both activities will help with > this issue.??Something that?you can?try with encoding is using a > blending?board to?blend the sounds into?the word, that is assuming that she > knows the sounds .? FCRR?(http://www.fcrr.org/) has some activities?for > this.? > ? > Kate Linker, NBCT 2001 > Reading Specialist > ? > ? >> On May 12, 2013, at 6:15 AM, Troy F wrote: >> >>> This student struggles with decoding. She comprehends well. She can? >>> infer and thinks through the stories well. When giving running records? >>> it is her decoding that keeps her from moving forward. She often? >>> struggles with the more common HF words. Her oral comprehension is? >>> well above grade level. Which means when read to. She has a strong? >>> vocabulary and can infer? word meanings even when mispronouncing them,? >>> which hinders her from really learning the word. She struggles with? >>> breaking words apart and putting them back together and will read? >>> words back words. She has to slow down so much to work through her? >>> processing problems. It took her 20 minutes to read a 230 word text? >>> orally, but she did pass the comprehensive conversation. She is in the? >>> process of being identified right now for special services. >>> Most of the time it is just the family pediatrician that diagnoses it. >>> >>> Troy Fredde > > >>>>> I need some ideas to help a student who is struggling with dyslexia.? >>>>> She >>>>> has been diagnosed by a doctor and struggles with her reading. Her >>>>> comprehension is well above grade level. Any ideas will be welcomed. >>>>> Thanks >>>>> >>>>> Troy Fredde > > ------------------------------ > > Subject: Digest Footer > > _______________________________________________ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > ------------------------------ > > End of Mosaic Digest, Vol 81, Issue 10 > ************************************** _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
