Re: [MOSAIC] Dyslexia
No. I don't get that impression at all... Though they do want us to synthesize across texts... Which might include a novel, a poem and a movie for example. Sent from my iPhone On May 17, 2013, at 9:37 PM, "wr...@centurytel.net" wrote: > > I have just learned that with the CCSS, there is an emphasis on reading > excerpts. Do others of you have that impression for the middle school? I > think there is something completely different about reading an entire novel. > I object to a class activity that encourages reading just a chapter (or > worse, just a page) out of a novel. I think that might be part of the > reading less and doing skills more that you mention, Renee. > (I am not talking about students sampling books to decide what to read. I am > talking about an attitude that people should only read a few pages out of a > novel.) > > >> >> As a sub in many different classes these days, I see kids actually >> reading less and less and less, and "doing skills" more and more and >> more. I would propose that this is one of the problems. >> Renee > > > ___ > 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
Re: [MOSAIC] Dyslexia
I have just learned that with the CCSS, there is an emphasis on reading excerpts. Do others of you have that impression for the middle school? I think there is something completely different about reading an entire novel. I object to a class activity that encourages reading just a chapter (or worse, just a page) out of a novel. I think that might be part of the reading less and doing skills more that you mention, Renee. (I am not talking about students sampling books to decide what to read. I am talking about an attitude that people should only read a few pages out of a novel.) As a sub in many different classes these days, I see kids actually reading less and less and less, and "doing skills" more and more and more. I would propose that this is one of the problems. Renee ___ 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
Re: [MOSAIC] Dyslexia
-Original Message- From: Mosaic [mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of heather_waymo...@hflcsd.org Sent: Thursday, May 16, 2013 9:04 AM To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Dyslexia I think the issues brought up by this discussion are quite valid and kids with this type of learning profile frequently go "unnoticed" until they reach the secondary grades when efficiency counts just as much as the skills themselves. I am concerned by the thought that so long as a kid can comprehend at grade level, our job is done as there is no problem. I guess I came off as saying that "our job is done" when asked what the problem is if she is comprehending well. I certainly did not mean that we just let all learning/teaching drop as a result. The thing that bothered me was the assertion that this student's decoding difficulties were keeping her from moving forward, which I interpreted as possibly meaning she would not pass her grade, or would not be allowed to read "more difficult" books, or would get a bad grade in reading/language arts, all because of low decoding scores and these are ALL things that are happening these days, including kindergartners being labeled below proficient because they do not do well on DIBELS' nonsense word decoding, even if they are already reading actual books. That's just simply absurd, in my humble opinion, and is the result of too many people including teachers... giving decoding the highest priority, when comprehension should be the highest priority. So I do need to come back to comprehension, which is the key here, and I admit that I made some assumptions that may not be true. If in fact this student is getting most of her information from oral discussions rather than from her own reading, that is something to know. However, that is not how I read the original post. That's why I asked what happens when she is faced with completely unfamiliar text. And that question was never answered. All of the "below" observations are true, and many students do fall into cracks, for many reasons. I would propose that scripted programs, crowded classrooms, family stress, poverty, and lots of other things contribute to that crack-falling-into. As for remediation, I have never understood why so many thing that more of the same is what these students need. As a sub in many different classes these days, I see kids actually reading less and less and less, and "doing skills" more and more and more. I would propose that this is one of the problems. Renee Working in a high school, I run into at least a kid or two every year that fits a profile similar to this and has seemed to slip through the cracks. Yet, I realize that teachers in the lower grades have generally noticed the same weaknesses I see, but do not remediate them because of a child's overall academic performance at the time. Once these kids get to high school, it is VERY HARD to go back and fill these basic skill gaps. They've learned many coping strategies independently, which is great. Generally, however, what I find is that these skills are more so AVOIDANCE skills rather than coping skills - gathering everything you "need to know" about a novel through listening to classroom discussion, not actually reading, does not prepare a student for more rigorous reading requirements in the common core, in college, and on all those pesky tests, but it does help you pass . Their way of "getting by" is certainly more efficient than actually learning the skill, yet there's always a point at which it comes back to bite them and they need to nail down the skills. Doing so at the high school level has to be very much so more individualized than at lower grades because they have all found unique ways around skills so one must find unique ways to slide in appropriate strategies. Yet, in earlier grades, if these weak skills are identified but are not severely impacting a kid's success, I do wonder how we provide this preventative support in light of the fact that there are plenty of "right now" issues in any given classroom. Heather Waymouth High School Literacy Specialist Honeoye Falls - Lima High School heather_waymo...@hflcsd.org (585)-624-7050 "Always show the you in you that makes you who you are." - Chidinma Obietikponah "The important thing is not to stop questioning." ~ Albert Einstein ___ 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
Re: [MOSAIC] Dyslexia
The DSM was recently updates after years! People with dyslexia also were closely watching for the update. Many with the reading disorder did not want their diagnosis dropped, and it will not be. Instead, the new manual will have a broader learning disorder category to cover several conditions including dyslexia, which causes difficulty understanding letters and recognizing written words. The shorthand name for the new edition, the organization's fifth revision of the Diagnostic and Statistical Manual, is DSM-5. Group leaders say specifics will not be disclosed until the manual is published but they confirmed some changes. A 2000 edition of the manual made minor changes but the last major edition was published in 1994. Philomena Marinaccio, Ph.D. Florida Atlantic University Dept. of Teaching and Learning College of Education 2912 College Ave. ES 214 Davie, FL 33314 Phone: 954-236-1070 Fax: 954-236-1050 -Original Message- From: Foltermann, Marsha To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Thu, May 16, 2013 12:06 pm Subject: Re: [MOSAIC] Dyslexia Very well said! Mrs. Marsha Foltermann, M.Ed. 6th grade, Reading 903-462-7307 For a conference, please call the office: 903-462-7200 Available for conferences: 12:00-12:45 mfolterm...@denisonisd.net -Original Message- From: Mosaic [mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of heather_waymo...@hflcsd.org Sent: Thursday, May 16, 2013 9:04 AM To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Dyslexia I think the issues brought up by this discussion are quite valid and kids with this type of learning profile frequently go "unnoticed" until they reach the secondary grades when efficiency counts just as much as the skills themselves. I am concerned by the thought that so long as a kid can comprehend at grade level, our job is done as there is no problem. Working in a high school, I run into at least a kid or two every year that fits a profile similar to this and has seemed to slip through the cracks. Yet, I realize that teachers in the lower grades have generally noticed the same weaknesses I see, but do not remediate them because of a child's overall academic performance at the time. Once these kids get to high school, it is VERY HARD to go back and fill these basic skill gaps. They've learned many coping strategies independently, which is great. Generally, however, what I find is that these skills are more so AVOIDANCE skills rather than coping skills - gathering everything you "need to know" about a novel through listening to classroom discussion, not actually reading, does not prepare a student for more rigorous reading requirements in the common core, in college, and on all those pesky tests, but it does help you pass . Their way of "getting by" is certainly more efficient than actually learning the skill, yet there's always a point at which it comes back to bite them and they need to nail down the skills. Doing so at the high school level has to be very much so more individualized than at lower grades because they have all found unique ways around skills so one must find unique ways to slide in appropriate strategies. Yet, in earlier grades, if these weak skills are identified but are not severely impacting a kid's success, I do wonder how we provide this preventative support in light of the fact that there are plenty of "right now" issues in any given classroom. Heather Waymouth High School Literacy Specialist Honeoye Falls - Lima High School heather_waymo...@hflcsd.org (585)-624-7050 "Always show the you in you that makes you who you are." - Chidinma Obietikponah STATEMENT OF CONFIDENTIALITY This email message and any attachments may contain confidential or privileged information. If you are not the intended recipient, you are prohibited from using the information in any way, including but not limited to disclosure of, copying, forwarding or acting in reliance on the contents. If you have received this email by error, please immediately notify me by return email and delete it from your email system. ___ 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 ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacy
Re: [MOSAIC] Dyslexia
Very well said! Mrs. Marsha Foltermann, M.Ed. 6th grade, Reading 903-462-7307 For a conference, please call the office: 903-462-7200 Available for conferences: 12:00-12:45 mfolterm...@denisonisd.net -Original Message- From: Mosaic [mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of heather_waymo...@hflcsd.org Sent: Thursday, May 16, 2013 9:04 AM To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Dyslexia I think the issues brought up by this discussion are quite valid and kids with this type of learning profile frequently go "unnoticed" until they reach the secondary grades when efficiency counts just as much as the skills themselves. I am concerned by the thought that so long as a kid can comprehend at grade level, our job is done as there is no problem. Working in a high school, I run into at least a kid or two every year that fits a profile similar to this and has seemed to slip through the cracks. Yet, I realize that teachers in the lower grades have generally noticed the same weaknesses I see, but do not remediate them because of a child's overall academic performance at the time. Once these kids get to high school, it is VERY HARD to go back and fill these basic skill gaps. They've learned many coping strategies independently, which is great. Generally, however, what I find is that these skills are more so AVOIDANCE skills rather than coping skills - gathering everything you "need to know" about a novel through listening to classroom discussion, not actually reading, does not prepare a student for more rigorous reading requirements in the common core, in college, and on all those pesky tests, but it does help you pass . Their way of "getting by" is certainly more efficient than actually learning the skill, yet there's always a point at which it comes back to bite them and they need to nail down the skills. Doing so at the high school level has to be very much so more individualized than at lower grades because they have all found unique ways around skills so one must find unique ways to slide in appropriate strategies. Yet, in earlier grades, if these weak skills are identified but are not severely impacting a kid's success, I do wonder how we provide this preventative support in light of the fact that there are plenty of "right now" issues in any given classroom. Heather Waymouth High School Literacy Specialist Honeoye Falls - Lima High School heather_waymo...@hflcsd.org (585)-624-7050 "Always show the you in you that makes you who you are." - Chidinma Obietikponah STATEMENT OF CONFIDENTIALITY This email message and any attachments may contain confidential or privileged information. If you are not the intended recipient, you are prohibited from using the information in any way, including but not limited to disclosure of, copying, forwarding or acting in reliance on the contents. If you have received this email by error, please immediately notify me by return email and delete it from your email system. ___ 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
Re: [MOSAIC] dyslexia
To truly understand you need to watch any Richard Lavoie youtube on the difficult student with LD have with processing. Philomena Marinaccio, Ph.D. Florida Atlantic University Dept. of Teaching and Learning College of Education 2912 College Ave. ES 214 Davie, FL 33314 Phone: 954-236-1070 Fax: 954-236-1050 -Original Message- From: Heather_Waymouth To: mosaic Sent: Thu, May 16, 2013 10:07 am Subject: Re: [MOSAIC] dyslexia I think the issues brought up by this discussion are quite valid and kids with this type of learning profile frequently go "unnoticed" until they reach the secondary grades when efficiency counts just as much as the skills themselves. I am concerned by the thought that so long as a kid can comprehend at grade level, our job is done as there is no problem. Working in a high school, I run into at least a kid or two every year that fits a profile similar to this and has seemed to slip through the cracks. Yet, I realize that teachers in the lower grades have generally noticed the same weaknesses I see, but do not remediate them because of a child's overall academic performance at the time. Once these kids get to high school, it is VERY HARD to go back and fill these basic skill gaps. They've learned many coping strategies independently, which is great. Generally, however, what I find is that these skills are more so AVOIDANCE skills rather than coping skills - gathering everythin g you "need to know" about a novel through listening to classroom discussion, not actually reading, does not prepare a student for more rigorous reading requirements in the common core, in college, and on all those pesky tests, but it does help you pass . Their way of "getting by" is certainly more efficient than actually learning the skill, yet there's always a point at which it comes back to bite them and they need to nail down the skills. Doing so at the high school level has to be very much so more individualized than at lower grades because they have all found unique ways around skills so one must find unique ways to slide in appropriate strategies. Yet, in earlier grades, if these weak skills are identified but are not severely impacting a kid's success, I do wonder how we provide this preventative support in light of the fact that there are plenty of "right now" issues in any given classroom. Heather Waymouth High School Literacy Specialist Honeoye Falls - Lima High School heather_waymo...@hflcsd.org (585)-624-7050 "Always show the you in you that makes you who you are." - Chidinma Obietikponah STATEMENT OF CONFIDENTIALITY This email message and any attachments may contain confidential or privileged information. If you are not the intended recipient, you are prohibited from using the information in any way, including but not limited to disclosure of, copying, forwarding or acting in reliance on the contents. If you have received this email by error, please immediately notify me by return email and delete it from your email system. ___ 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
Re: [MOSAIC] dyslexia
I think the issues brought up by this discussion are quite valid and kids with this type of learning profile frequently go "unnoticed" until they reach the secondary grades when efficiency counts just as much as the skills themselves. I am concerned by the thought that so long as a kid can comprehend at grade level, our job is done as there is no problem. Working in a high school, I run into at least a kid or two every year that fits a profile similar to this and has seemed to slip through the cracks. Yet, I realize that teachers in the lower grades have generally noticed the same weaknesses I see, but do not remediate them because of a child's overall academic performance at the time. Once these kids get to high school, it is VERY HARD to go back and fill these basic skill gaps. They've learned many coping strategies independently, which is great. Generally, however, what I find is that these skills are more so AVOIDANCE skills rather than coping skills - gathering everything you "need to know" about a novel through listening to classroom discussion, not actually reading, does not prepare a student for more rigorous reading requirements in the common core, in college, and on all those pesky tests, but it does help you pass . Their way of "getting by" is certainly more efficient than actually learning the skill, yet there's always a point at which it comes back to bite them and they need to nail down the skills. Doing so at the high school level has to be very much so more individualized than at lower grades because they have all found unique ways around skills so one must find unique ways to slide in appropriate strategies. Yet, in earlier grades, if these weak skills are identified but are not severely impacting a kid's success, I do wonder how we provide this preventative support in light of the fact that there are plenty of "right now" issues in any given classroom. Heather Waymouth High School Literacy Specialist Honeoye Falls - Lima High School heather_waymo...@hflcsd.org (585)-624-7050 "Always show the you in you that makes you who you are." - Chidinma Obietikponah STATEMENT OF CONFIDENTIALITY This email message and any attachments may contain confidential or privileged information. If you are not the intended recipient, you are prohibited from using the information in any way, including but not limited to disclosure of, copying, forwarding or acting in reliance on the contents. If you have received this email by error, please immediately notify me by return email and delete it from your email system. ___ 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
Re: [MOSAIC] Dyslexia
I think the issues brought up by this discussion are quite valid and kids with this type of learning profile frequently go "unnoticed" until they reach the secondary grades when efficiency counts just as much as the skills themselves. I am concerned by the thought that so long as a kid can comprehend at grade level, our job is done as there is no problem. Working in a high school, I run into at least a kid or two every year that fits a profile similar to this and has seemed to slip through the cracks. Yet, I realize that teachers in the lower grades have generally noticed the same weaknesses I see, but do not remediate them because of a child's overall academic performance at the time. Once these kids get to high school, it is VERY HARD to go back and fill these basic skill gaps. They've learned many coping strategies independently, which is great. Generally, however, what I find is that these skills are more so AVOIDANCE skills rather than coping skills - gathering everything you "need to know" about a novel through listening to classroom discussion, not actually reading, does not prepare a student for more rigorous reading requirements in the common core, in college, and on all those pesky tests, but it does help you pass . Their way of "getting by" is certainly more efficient than actually learning the skill, yet there's always a point at which it comes back to bite them and they need to nail down the skills. Doing so at the high school level has to be very much so more individualized than at lower grades because they have all found unique ways around skills so one must find unique ways to slide in appropriate strategies. Yet, in earlier grades, if these weak skills are identified but are not severely impacting a kid's success, I do wonder how we provide this preventative support in light of the fact that there are plenty of "right now" issues in any given classroom. Heather Waymouth High School Literacy Specialist Honeoye Falls - Lima High School heather_waymo...@hflcsd.org (585)-624-7050 "Always show the you in you that makes you who you are." - Chidinma Obietikponah STATEMENT OF CONFIDENTIALITY This email message and any attachments may contain confidential or privileged information. If you are not the intended recipient, you are prohibited from using the information in any way, including but not limited to disclosure of, copying, forwarding or acting in reliance on the contents. If you have received this email by error, please immediately notify me by return email and delete it from your email system. ___ 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
Re: [MOSAIC] Dyslexia
You mention 2 terrific ideas: 1. One on one - the most marvelous strategy 2. Colored cellophane. We worked with a dyslexic youngster in small groups from second to fourth grade with some small successes. By fifth grade we were able to give her one on one instruction for her reading one hour a day. The gains were fabulous. In the later part of the year, I added the colored cellophane. The blue tint worked best for her. These two aids moved her forward so much that her success fueled her desire and she was reading in grade level (her listening comprehension was always 3 grade levels above her reading ability) by the end of fifth grade.. -Original Message- From: Mosaic [mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of Mena Sent: Wednesday, May 15, 2013 1:42 PM To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Dyslexia a book you might be interested in..Irlen Institute Scotopic Sensitivity Syndrome Philomena Marinaccio, Ph.D. Florida Atlantic University Dept. of Teaching and Learning College of Education 2912 College Ave. ES 214 Davie, FL 33314 Phone: 954-236-1070 Fax: 954-236-1050 -Original Message- From: jkdamouras To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Wed, May 15, 2013 11:45 am Subject: Re: [MOSAIC] Dyslexia Not sure if anyone mentioned this. I worked with a dyslexic 6th grader one year 1-1 for a part of each day. I found using colored cellaphane as an overlay for whatever she was reading helped a lot. You do have to try different colors to find the one that works best for a particular child. I have tried this with other students who were really struggling since then and some have really liked it. We also did a stop ladder spelling strategy to help learn pariticular grade level words. so that we would write the 1st letter of a word, then below that the 1st and 2nd, then below that the 1st and 2nd and 3rd, and so on. This is more of a spelling strategy, but again, it has worked with others, including my own child, when struggling with spelling. so, just a couple of small ideas. -kay On Tue, May 14, 2013 at 10:51 PM, Troy F wrote: > You can debate all you want who can diagnose it. I am not the girls > teacher, but a Reading Specialist. I can diagnose her with dyslexia > myself. She defiantly has processing issues, not phonics issues. There > are many forms and variations of dyslexia. Dyslexia is not an issue > off a student simply not knowing her letters and sounds. This students > concerns are more with processing. I was just wanting suggestions of > things to try. She is now just this week in the process of being > tested to receive services for learning disabilities. Although since > dyslexia is technically a medical problem my district and lots of > others do not offilciIly diagnose it themselves or qualify student for > services because of it. I will contact some of you off the list who > have offered to help and have fave ideas. I have some of my own and > just wanted to hear what others have done, thanks for the input. > Keep any suggestions coming. > > Troy Fredde > > On May 14, 2013, at 6:22 PM, wr...@centurytel.net wrote: > >> If doctors can diagnose ADHD, why do they send questionnaires to the >> school for the teachers to fill out? The questions have nothing to >> do with health (according to my not-medically-trained mind). The >> questions have to do with behavior. As far as I can tell, in my >> state, doctors do not make the diagnosis, teachers do. >> Quoting Beverlee paul : >>> I'd like to see it as well. Again, pediatricians do not have >>> training in med school or residency to diagnose an educational issue >>> such as dyslexia. They do have training and are able to diagnose >>> ADHD, but that's not an educational issue; it's a physical issue. >>> "Literature is the act that breaks the >>> frozen sea inside us." Franz Kafka >>> >>> On May 14, 2013, at 2:34 PM, Mena wrote: >>> >>>> I am fascinated by this diagnosis. I would love to see the data >>>> that was >>> collected and learn what instrument was used to diagnosis this >>> student as being dyslexic. > >>>> >>>> >>>> >>>> Philomena Marinaccio, Ph.D. > Florida Atlantic University Dept. of >>>> Teaching and Learning College of Education >>>> 2912 College Ave. ES 214 >>>> Davie, FL 33314 >>>> Phone: 954-236-1070 >>>> Fax: 954-236-1050 >>>> >>>> >>>> >>>> >>>> -Original Message- >>>> From: Beverlee paul >>>> To: Mosaic: A Reading Comprehension Strategi
Re: [MOSAIC] Dyslexia
a book you might be interested in..Irlen Institute Scotopic Sensitivity Syndrome Philomena Marinaccio, Ph.D. Florida Atlantic University Dept. of Teaching and Learning College of Education 2912 College Ave. ES 214 Davie, FL 33314 Phone: 954-236-1070 Fax: 954-236-1050 -Original Message- From: jkdamouras To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Wed, May 15, 2013 11:45 am Subject: Re: [MOSAIC] Dyslexia Not sure if anyone mentioned this. I worked with a dyslexic 6th grader one year 1-1 for a part of each day. I found using colored cellaphane as an overlay for whatever she was reading helped a lot. You do have to try different colors to find the one that works best for a particular child. I have tried this with other students who were really struggling since then and some have really liked it. We also did a stop ladder spelling strategy to help learn pariticular grade level words. so that we would write the 1st letter of a word, then below that the 1st and 2nd, then below that the 1st and 2nd and 3rd, and so on. This is more of a spelling strategy, but again, it has worked with others, including my own child, when struggling with spelling. so, just a couple of small ideas. -kay On Tue, May 14, 2013 at 10:51 PM, Troy F wrote: > You can debate all you want who can diagnose it. I am not the girls > teacher, but a Reading Specialist. I can diagnose her with dyslexia > myself. She defiantly has processing issues, not phonics issues. There > are many forms and variations of dyslexia. Dyslexia is not an issue > off a student simply not knowing her letters and sounds. This students > concerns are more with processing. I was just wanting suggestions of > things to try. She is now just this week in the process of being > tested to receive services for learning disabilities. Although since > dyslexia is technically a medical problem my district and lots of > others do not offilciIly diagnose it themselves or qualify student for > services because of it. I will contact some of you off the list who > have offered to help and have fave ideas. I have some of my own and > just wanted to hear what others have done, thanks for the input. > Keep any suggestions coming. > > Troy Fredde > > On May 14, 2013, at 6:22 PM, wr...@centurytel.net wrote: > >> If doctors can diagnose ADHD, why do they send questionnaires to the >> school for the teachers to fill out? The questions have nothing to >> do with health (according to my not-medically-trained mind). The >> questions have to do with behavior. As far as I can tell, in my >> state, doctors do not make the diagnosis, teachers do. >> Quoting Beverlee paul : >>> I'd like to see it as well. Again, pediatricians do not have >>> training in med >>> school or residency to diagnose an educational issue such as >>> dyslexia. They do >>> have training and are able to diagnose ADHD, but that's not an >>> educational >>> issue; it's a physical issue. "Literature is the act that breaks the >>> frozen sea inside us." Franz Kafka >>> >>> On May 14, 2013, at 2:34 PM, Mena wrote: >>> >>>> I am fascinated by this diagnosis. I would love to see the data >>>> that was >>> collected and learn what instrument was used to diagnosis this >>> student as being >>> dyslexic. > >>>> >>>> >>>> >>>> Philomena Marinaccio, Ph.D. > Florida Atlantic University >>>> Dept. of Teaching and Learning >>>> College of Education >>>> 2912 College Ave. ES 214 >>>> Davie, FL 33314 >>>> Phone: 954-236-1070 >>>> Fax: 954-236-1050 >>>> >>>> >>>> >>>> >>>> -Original Message- >>>> From: Beverlee paul >>>> To: Mosaic: A Reading Comprehension Strategies Email Group >>> >>>> Sent: Sun, May 12, 2013 9:23 am >>>> Subject: Re: [MOSAIC] Dyslexia >>>> >>>> >>>> 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 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 keep
Re: [MOSAIC] Dyslexia
Not sure if anyone mentioned this. I worked with a dyslexic 6th grader one year 1-1 for a part of each day. I found using colored cellaphane as an overlay for whatever she was reading helped a lot. You do have to try different colors to find the one that works best for a particular child. I have tried this with other students who were really struggling since then and some have really liked it. We also did a stop ladder spelling strategy to help learn pariticular grade level words. so that we would write the 1st letter of a word, then below that the 1st and 2nd, then below that the 1st and 2nd and 3rd, and so on. This is more of a spelling strategy, but again, it has worked with others, including my own child, when struggling with spelling. so, just a couple of small ideas. -kay On Tue, May 14, 2013 at 10:51 PM, Troy F wrote: You can debate all you want who can diagnose it. I am not the girls teacher, but a Reading Specialist. I can diagnose her with dyslexia myself. She defiantly has processing issues, not phonics issues. There are many forms and variations of dyslexia. Dyslexia is not an issue off a student simply not knowing her letters and sounds. This students concerns are more with processing. I was just wanting suggestions of things to try. She is now just this week in the process of being tested to receive services for learning disabilities. Although since dyslexia is technically a medical problem my district and lots of others do not offilciIly diagnose it themselves or qualify student for services because of it. I will contact some of you off the list who have offered to help and have fave ideas. I have some of my own and just wanted to hear what others have done, thanks for the input. Keep any suggestions coming. Troy Fredde On May 14, 2013, at 6:22 PM, wr...@centurytel.net wrote: If doctors can diagnose ADHD, why do they send questionnaires to the school for the teachers to fill out? The questions have nothing to do with health (according to my not-medically-trained mind). The questions have to do with behavior. As far as I can tell, in my state, doctors do not make the diagnosis, teachers do. Quoting Beverlee paul : I'd like to see it as well. Again, pediatricians do not have training in med school or residency to diagnose an educational issue such as dyslexia. They do have training and are able to diagnose ADHD, but that's not an educational issue; it's a physical issue. "Literature is the act that breaks the frozen sea inside us." Franz Kafka On May 14, 2013, at 2:34 PM, Mena wrote: I am fascinated by this diagnosis. I would love to see the data that was collected and learn what instrument was used to diagnosis this student as being dyslexic. > Philomena Marinaccio, Ph.D. > Florida Atlantic University Dept. of Teaching and Learning College of Education 2912 College Ave. ES 214 Davie, FL 33314 Phone: 954-236-1070 Fax: 954-236-1050 -Original Message- From: Beverlee paul To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Sun, May 12, 2013 9:23 am Subject: Re: [MOSAIC] Dyslexia 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 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 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 To: Mosaic: A Reading Comprehension Strategies Email Group 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 he
Re: [MOSAIC] Dyslexia
You can debate all you want who can diagnose it. I am not the girls teacher, but a Reading Specialist. I can diagnose her with dyslexia myself. She defiantly has processing issues, not phonics issues. There are many forms and variations of dyslexia. Dyslexia is not an issue off a student simply not knowing her letters and sounds. This students concerns are more with processing. I was just wanting suggestions of things to try. She is now just this week in the process of being tested to receive services for learning disabilities. Although since dyslexia is technically a medical problem my district and lots of others do not offilciIly diagnose it themselves or qualify student for services because of it. I will contact some of you off the list who have offered to help and have fave ideas. I have some of my own and just wanted to hear what others have done, thanks for the input. Keep any suggestions coming. Troy Fredde On May 14, 2013, at 6:22 PM, wr...@centurytel.net wrote: > If doctors can diagnose ADHD, why do they send questionnaires to the school > for the teachers to fill out? The questions have nothing to do with health > (according to my not-medically-trained mind). The questions have to do with > behavior. As far as I can tell, in my state, doctors do not make the > diagnosis, teachers do. > > Quoting Beverlee paul : >> I'd like to see it as well. Again, pediatricians do not have training in med >> school or residency to diagnose an educational issue such as dyslexia. They >> do >> have training and are able to diagnose ADHD, but that's not an educational >> issue; it's a physical issue. >> "Literature is the act that breaks the frozen sea inside us." Franz Kafka >> >> On May 14, 2013, at 2:34 PM, Mena wrote: >> >> > I am fascinated by this diagnosis. I would love to see the data that was >> collected and learn what instrument was used to diagnosis this student as >> being >> dyslexic. > >> > >> > >> > >> > Philomena Marinaccio, Ph.D. > Florida Atlantic University >> > Dept. of Teaching and Learning >> > College of Education >> > 2912 College Ave. ES 214 >> > Davie, FL 33314 >> > Phone: 954-236-1070 >> > Fax: 954-236-1050 >> > >> > >> > >> > >> > -Original Message- >> > From: Beverlee paul >> > To: Mosaic: A Reading Comprehension Strategies Email Group >> >> > Sent: Sun, May 12, 2013 9:23 am >> > Subject: Re: [MOSAIC] Dyslexia >> > >> > >> > 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 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 >> >> 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 >> >>> >> >>>> >> >>>> F
[MOSAIC] Dyslexia identification
Part of the requirement for a diagnosis for ADHD (professional standards) is behavioral observation from more than one source. It could be as few as 2, but more often they get the observations from home, school, and doctor. That's a good thing; even common sense tells us that most children act differently in differing situations. There's also a more objective computer "test" for ADHD to add to observation. According to SPED requirements in my state, ADHD is considered other health impaired and only a doctor can diagnose it. The surveys we fill out do seem they're about behavior (and they are), but they're actually designed to identify hyperactivity and difficulties attending to something which compromises learning potential. If there are deficits in attention, and if a child is just not able to focus enough to learn , the consequence of those difficulties may be a child's poor behavior. The problem is ADHD; the symptom may easily be poor behavior. Sent from my iPhone On May 14, 2013, at 5:22 PM, wr...@centurytel.net wrote: > If doctors can diagnose ADHD, why do they send questionnaires to the school > for the teachers to fill out? The questions have nothing to do with health > (according to my not-medically-trained mind). The questions have to do with > behavior. As far as I can tell, in my state, doctors do not make the > diagnosis, teachers do. > > Quoting Beverlee paul : >> I'd like to see it as well. Again, pediatricians do not have training in med >> school or residency to diagnose an educational issue such as dyslexia. They >> do >> have training and are able to diagnose ADHD, but that's not an educational >> issue; it's a physical issue. >> >> On May 14, 2013, at 2:34 PM, Mena wrote: >> >>> I am fascinated by this diagnosis. ___ 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
Re: [MOSAIC] Dyslexia
If doctors can diagnose ADHD, why do they send questionnaires to the school for the teachers to fill out? The questions have nothing to do with health (according to my not-medically-trained mind). The questions have to do with behavior. As far as I can tell, in my state, doctors do not make the diagnosis, teachers do. Quoting Beverlee paul : I'd like to see it as well. Again, pediatricians do not have training in med school or residency to diagnose an educational issue such as dyslexia. They do have training and are able to diagnose ADHD, but that's not an educational issue; it's a physical issue. "Literature is the act that breaks the frozen sea inside us." Franz Kafka On May 14, 2013, at 2:34 PM, Mena wrote: > I am fascinated by this diagnosis. I would love to see the data that was collected and learn what instrument was used to diagnosis this student as being dyslexic. > > > > > Philomena Marinaccio, Ph.D. > Florida Atlantic University > Dept. of Teaching and Learning > College of Education > 2912 College Ave. ES 214 > Davie, FL 33314 > Phone: 954-236-1070 > Fax: 954-236-1050 > > > > > -Original Message- > From: Beverlee paul > To: Mosaic: A Reading Comprehension Strategies Email Group > Sent: Sun, May 12, 2013 9:23 am > Subject: Re: [MOSAIC] Dyslexia > > > 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 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 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 >>>> To: Mosaic: A Reading Comprehension Strategies Email Group > >>>> 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 >> > > ___ > 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 p
Re: [MOSAIC] Dyslexia
I'd like to see it as well. Again, pediatricians do not have training in med school or residency to diagnose an educational issue such as dyslexia. They do have training and are able to diagnose ADHD, but that's not an educational issue; it's a physical issue. "Literature is the act that breaks the frozen sea inside us." Franz Kafka On May 14, 2013, at 2:34 PM, Mena wrote: > I am fascinated by this diagnosis. I would love to see the data that was > collected and learn what instrument was used to diagnosis this student as > being dyslexic. > > > > > Philomena Marinaccio, Ph.D. > Florida Atlantic University > Dept. of Teaching and Learning > College of Education > 2912 College Ave. ES 214 > Davie, FL 33314 > Phone: 954-236-1070 > Fax: 954-236-1050 > > > > > -Original Message- > From: Beverlee paul > To: Mosaic: A Reading Comprehension Strategies Email Group > > Sent: Sun, May 12, 2013 9:23 am > Subject: Re: [MOSAIC] Dyslexia > > > 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 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 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 >>>> To: Mosaic: A Reading Comprehension Strategies Email Group > >>>> 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 >> > > ___ > 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 > ___ 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
Re: [MOSAIC] Dyslexia
I am fascinated by this diagnosis. I would love to see the data that was collected and learn what instrument was used to diagnosis this student as being dyslexic. Philomena Marinaccio, Ph.D. Florida Atlantic University Dept. of Teaching and Learning College of Education 2912 College Ave. ES 214 Davie, FL 33314 Phone: 954-236-1070 Fax: 954-236-1050 -Original Message- From: Beverlee paul To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Sun, May 12, 2013 9:23 am Subject: Re: [MOSAIC] Dyslexia 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 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 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 >>> To: Mosaic: A Reading Comprehension Strategies Email Group >>> 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 > ___ 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
Re: [MOSAIC] Dyslexia (Troy F)
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 ___ 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
Re: [MOSAIC] Dyslexia
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 > > 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 > >>> To: Mosaic: A Reading Comprehension Strategies Email Group > >>> > >>> 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 > ___ 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
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 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 To: Mosaic: A Reading Comprehension Strategies Email Group 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
Re: [MOSAIC] Dyslexia
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 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 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 >>> To: Mosaic: A Reading Comprehension Strategies Email Group >>> >>> 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 > ___ 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
Re: [MOSAIC] Dyslexia
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 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 >> To: Mosaic: A Reading Comprehension Strategies Email Group >> >> 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
Re: [MOSAIC] Dyslexia
I am curious about the doctor that diagnosed her condition? Can any doctor diagnosis dyslexia or does it have to be a specialist? What types of assessments were used to make this diagnosis? Philomena Marinaccio, Ph.D. Florida Atlantic University Dept. of Teaching and Learning College of Education 2912 College Ave. ES 214 Davie, FL 33314 Phone: 954-236-1070 Fax: 954-236-1050 -Original Message- From: Jasmine Williams Davis To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Tue, May 7, 2013 11:57 am Subject: Re: [MOSAIC] Dyslexia Is she referring to oral/verbal comprehension as opposed to comprehension from her reading? On Tue, May 7, 2013 at 11:41 AM, Renee Goularte 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 >> 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<http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org> > > Search the MOSAIC archives at > http://snipurl.com/**MosaicArchive<http://snipurl.com/MosaicArchive> > > -- Jasmine Williams Davis Intervention Teacher South Hill Elementary 1290 Plank Road South Hill, VA 23970 434.447.8134 jda...@mcpsweb.org ___ 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
Re: [MOSAIC] Dyslexia
Is she referring to oral/verbal comprehension as opposed to comprehension from her reading? On Tue, May 7, 2013 at 11:41 AM, Renee Goularte 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 >> 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<http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org> > > Search the MOSAIC archives at > http://snipurl.com/**MosaicArchive<http://snipurl.com/MosaicArchive> > > -- Jasmine Williams Davis Intervention Teacher South Hill Elementary 1290 Plank Road South Hill, VA 23970 434.447.8134 jda...@mcpsweb.org ___ 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
Re: [MOSAIC] Dyslexia
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 To: Mosaic: A Reading Comprehension Strategies Email Group > 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
Re: [MOSAIC] Dyslexia
There is a place in Dallas, Texas that specializes in all sorts of resources for dyslexia. I haven't checked it for a few years. I ran onto through educators publishing service many years ago. Hope it will help. Verla in Utah...I am a silent reader most of the time. -Original Message- From: jayhawkrtroy fredde To: Mosaic: A Reading Comprehension Strategies Email Group 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
Re: [MOSAIC] Dyslexia
Most children with dyslexia have some working memory issues and difficulty, pulling/putting together sounds. I strongly suggest a specific program such as Wilson or Orton-Gillingham, there are many which break things down bit by bit. I am a special educator and have been working with children with dyslexia for a number of years and have 2 children with a dianosis of dyslexia. Many of these kids have amazing coping systems and have memorized and hidden their disability and then it sort of backfires on them when they get a bit older and have to read longer and more complex material. > From: dkba...@gmail.com > Date: Fri, 3 May 2013 02:43:18 -0400 > To: mosaic@literacyworkshop.org > Subject: Re: [MOSAIC] Dyslexia > > My daughter > > Sent from my iPhone > > On May 1, 2013, at 2:14 PM, "Leah Fisher" wrote: > > > I have been working with a 7th grade student who tested dyslexia. We have > > gone back to review dolch words, in isolation and in context, focused on > > the issues he seemed to be having most, b-d-p words, was/saw kinds of > > reversals, reading together, listening every opportunity he gets with text > > to follow along - if you haven't accessed Book Share yet it has been great! > > As much exposure to print as she can get - seeing and hearing at the same > > time. My student did System 44 for a while, but motivation did not make it > > productive for him. We did not do anything like Wilson - very time > > consuming. Just working 1-1 whenever we could. Good luck! > > > > Leah Fisher > > DC Everest Middle School Language Arts (Reading) > > 9302 Schofield Ave > > Weston, WI 54476 > > 241-9700 EX 2228 > > lfis...@dce.k12.wi.us > > > > > > > >>>> jayhawkrtroy fredde 5/1/2013 12:29 PM >>> > > 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 > > > > > > -- > > This message has been scanned for viruses and > > dangerous content by MailScanner, and is > > believed to be clean. > > > > > > > > ___ > > 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 > ___ 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
Re: [MOSAIC] Dyslexia
My daughter Sent from my iPhone On May 1, 2013, at 2:14 PM, "Leah Fisher" wrote: > I have been working with a 7th grade student who tested dyslexia. We have > gone back to review dolch words, in isolation and in context, focused on the > issues he seemed to be having most, b-d-p words, was/saw kinds of reversals, > reading together, listening every opportunity he gets with text to follow > along - if you haven't accessed Book Share yet it has been great! As much > exposure to print as she can get - seeing and hearing at the same time. My > student did System 44 for a while, but motivation did not make it productive > for him. We did not do anything like Wilson - very time consuming. Just > working 1-1 whenever we could. Good luck! > > Leah Fisher > DC Everest Middle School Language Arts (Reading) > 9302 Schofield Ave > Weston, WI 54476 > 241-9700 EX 2228 > lfis...@dce.k12.wi.us > > > jayhawkrtroy fredde 5/1/2013 12:29 PM >>> > 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 > > > -- > This message has been scanned for viruses and > dangerous content by MailScanner, and is > believed to be clean. > > > > ___ > 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
Re: [MOSAIC] Dyslexia
I have been working with a 7th grade student who tested dyslexia. We have gone back to review dolch words, in isolation and in context, focused on the issues he seemed to be having most, b-d-p words, was/saw kinds of reversals, reading together, listening every opportunity he gets with text to follow along - if you haven't accessed Book Share yet it has been great! As much exposure to print as she can get - seeing and hearing at the same time. My student did System 44 for a while, but motivation did not make it productive for him. We did not do anything like Wilson - very time consuming. Just working 1-1 whenever we could. Good luck! Leah Fisher DC Everest Middle School Language Arts (Reading) 9302 Schofield Ave Weston, WI 54476 241-9700 EX 2228 lfis...@dce.k12.wi.us >>> jayhawkrtroy fredde 5/1/2013 12:29 PM >>> 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 -- This message has been scanned for viruses and dangerous content by MailScanner, and is believed to be clean. ___ 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] 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
Re: [MOSAIC] Dyslexia and medication
Here are several I found. Maybe they will be helpful. The first one seems to be directly related to reading. http://ldx.sagepub.com/content/25/2/115.short http://www.pediatricsdigest.mobi/content/123/5/1273.full http://jpepsy.oxfordjournals.org/content/32/6/643.short On Thu, Jun 28, 2012 at 11:20 AM, Mena wrote: > > I'm having some trouble finding articles that are about the medication of > children that is directly related to reading. Does anyone know of an author > or research in this area? From, Dr. M. > > > Philomena Marinaccio-Eckel, Ph.D. > Florida Atlantic University > Dept. of Teaching and Learning > College of Education > 2912 College Ave. ES 214 > Davie, FL 33314 > Phone: 954-236-1070 > Fax: 954-236-1050 > > > > > -Original Message- > From: sherry chamberlain > To: mosaic > Sent: Wed, Jun 27, 2012 6:52 pm > Subject: Re: [MOSAIC] Core Curriculum > > > > Basically UbD is a unit of study with lessons and activities to cover grade > level expectations. Our parish has 6 units in the curriculum and we had to > design a unit to teach each one. > > Date: Thu, 7 Jun 2012 19:20:18 -0400 > > From: fcbsm...@optonline.net > > To: mosaic@literacyworkshop.org > > Subject: [MOSAIC] Core Curriculum > > > > Hi everyone, > > > > It's funny how this list gets so quiet as the school year winds down. I > was > > wondering if anyone has taken any courses on Understand by Design (UbD). > If > > so, did you find them helpful? My district is going to UbD for lesson > plans > > next school year. Please e-mail me off list. > > > > > > > > Thanks. > > > > ___ > > 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 > > > > ___ > 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
Re: [MOSAIC] Dyslexia and medication
I'm having some trouble finding articles that are about the medication of children that is directly related to reading. Does anyone know of an author or research in this area? From, Dr. M. Philomena Marinaccio-Eckel, Ph.D. Florida Atlantic University Dept. of Teaching and Learning College of Education 2912 College Ave. ES 214 Davie, FL 33314 Phone: 954-236-1070 Fax: 954-236-1050 -Original Message- From: sherry chamberlain To: mosaic Sent: Wed, Jun 27, 2012 6:52 pm Subject: Re: [MOSAIC] Core Curriculum Basically UbD is a unit of study with lessons and activities to cover grade level expectations. Our parish has 6 units in the curriculum and we had to design a unit to teach each one. > Date: Thu, 7 Jun 2012 19:20:18 -0400 > From: fcbsm...@optonline.net > To: mosaic@literacyworkshop.org > Subject: [MOSAIC] Core Curriculum > > Hi everyone, > > It's funny how this list gets so quiet as the school year winds down. I was > wondering if anyone has taken any courses on Understand by Design (UbD). If > so, did you find them helpful? My district is going to UbD for lesson plans > next school year. Please e-mail me off list. > > > > Thanks. > > ___ > 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 ___ 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] dyslexia
You might want to read Overcoming Dyslexia by Dr. Sally Shaywitz--a very comprehensive look at the dyslexic learner. Also, explore Orton-Gillingham materials which also address the instructional needs of dyslexic students using a multisensory approach. jean ___ 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] Dyslexia
Thank you for asking this question. We have a student who entered 4th grade with the same problem. I have had the Lindamood-Bell LiPS training and it is excellent. But, what can the teacher do in the regular classroom to help this student on a daily basis. I would appreciate all the down-to-earth help you can send. Thanks, Nancy Literacy Leader nhollo...@roaneschools.com -Original Message- From: mosaic-bounces+nholloway=roaneschools@literacyworkshop.org [mailto:mosaic-bounces+nholloway=roaneschools@literacyworkshop.org] On Behalf Of mosaic-requ...@literacyworkshop.org Sent: Saturday, August 20, 2011 12:00 PM To: mosaic@literacyworkshop.org Subject: Mosaic Digest, Vol 60, Issue 15 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: Reading Workshop and/or Cafe model (Sally Thomas) 2. Re: Reading Workshop and/or Cafe modeleens (kuko...@aol.com) 3. Re: Less is More book (Lori D) 4. Re: Read aloud to start off the 7th grade (Dluhos Sara (31R024)) 5. Re: Read aloud to start off the 7th grade (Susan Joyce) 6. Re: Read aloud to start off the 7th grade (beverleep...@gmail.com) 7. Re: Less is More book (Sally Thomas) 8. Teaching a child with dyslexia (Rascal570) 9. Re: Teaching a child with dyslexia (Susan) 10. Re: Teaching a child with dyslexia (Hillary Marchel) -- > -- Message: 8 Date: Sat, 20 Aug 2011 08:05:15 -0400 From: Rascal570 To: "Mosaic: A Reading Comprehension Strategies Email Group" Cc: "mosaic@literacyworkshop.org" Subject: [MOSAIC] Teaching a child with dyslexia Message-ID: <74945c6b-3a95-47af-a778-5c8bc8bac...@aol.com> Content-Type: text/plain; charset=utf-8 Hi, I have a wonderful student in my fourth grade class this year who has a medical diagnosis of dyslexia. I see it impacting both his reading and math skills. I was wondering if anyone has some great resources for me to read or access in regard to ways to best teach this student. Thank you in advance for your help. Ali/FL -- Message: 9 Date: Sat, 20 Aug 2011 09:24:33 -0400 From: Susan To: "Mosaic: A Reading Comprehension Strategies Email Group" Subject: Re: [MOSAIC] Teaching a child with dyslexia Message-ID: <46bfd3a6-6949-4e7f-a12e-2890d5138...@aol.com> Content-Type: text/plain; charset=utf-8 I read an interesting book a few years ago written by a dyslexic person called The Gift of Dyslexia. It definitely give you a different perspective. Sue Sent from my iPad On Aug 20, 2011, at 8:05 AM, Rascal570 wrote: > Hi, > > I have a wonderful student in my fourth grade class this year who has a > medical diagnosis of dyslexia. I see it impacting both his reading and math > skills. I was wondering if anyone has some great resources for me to read or > access in regard to ways to best teach this student. > > Thank you in advance for your help. > Ali/FL > > Sent from my iPad > > On Aug 19, 2011, at 8:07 AM, Eve Dubois wrote: > >> Hi everyone, >> >> I am making plans to do a book club / literature group study with my 4/5/6 >> class during our studies of Ancient Egypt and need some help with book >> suggestions. I am planning to use *The Golden Goblet* which is a grade >> level 5 to 6.3, depending on who you ask. I am looking for another book >> with the Egypt theme for the children who would find *The Golden Goblet* too >> challenging. The story doesn't have to be set in Ancient Egypt, although I >> am hoping for as many connections as possible. The Magic Treehouse book(s) >> would be too easy. Any ideas? >> >> Thanks so much, >> >> Eve >> >> [Non-text portions of this message have been removed] >> >> >> __._,_.___ >> Reply to sender | Reply to group | Reply via web post | Start a New Topic >> Messages in this topic (1) >> RECENT ACTIVITY: New Members 6 >> Visit Your Group >> Switch to: Text-Only, Daily Digest ? Unsubscribe ? Terms of Use >> . >> >> __,_._,___ > > -- Message: 10 Date: Sat, 20 Aug 2011 08:55:10 -0500 From: Hillary Marchel To: "Mosaic: A Reading Comprehension Strategies Email Group" Subject: Re: [MOSAIC] Teaching a child with dyslexia Message-ID: Content-Type: text/plain; charset=windows-1252 Read Dyslexia by Dr. Sally Shaywitz, use http://www.ldonline.org/indepth/reading-ldonline-great resources, http://www.medicalassistantschools.org/top_dyslexia/-the top 15 dyslexia blogs. Look into Orton-Gillingham and Lindamood-Bell. Read Brilliant Idiot: An Autobiography of a Dyslexic It will bring a better understanding of what a learning disabled person has to overcome--and provides positive truth that it can be done! Hope this helps, Hillary Hillary Marchel Reading Specialist Hawthorn Ele
Re: [MOSAIC] dyslexia
Jan, I had my daughter tested using the Irlen colored overlays. She struggled with ADHD and they made a tremendous difference for her. They also claim to help students with dyslexia. You might check out this website: _http://www.crossboweducation.com/Eye_Level_Reading_Ruler.htm_ (http://www.crossboweducation.com/Eye_Level_Reading_Ruler.htm) Good luck! Sue ___ 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.
Re: [MOSAIC] dyslexia
(without knowing what level your students are reading at) What I love about Orton (poor Gillingham I never give him credit) is that it will meet your students where they are at and create a foundation for reading. When I work with other teachers we talk about "mastery" at any level and how you can not go on to other concepts until the student has mastered the first level. For example, you wouldn't teach synthesize before you teach schema. Your building a foundation for reading. The Orton approach is appropriate for teaching individuals, small groups, and classrooms. It is appropriate for teaching in the primary, elementary, intermediate grades, and at the secondary and college level as well as for adults. The explicit focus of the approach has been and continues to be upon persons with the kinds of language processing problems associated with dyslexia. Wilson also is a research-based reading and writing program designed for students (grades 2-12 and adults) who have difficulty with decoding (reading) and encoding (spelling). It is a complete curriculum that has 12 steps, beginning with phoneme segmentation. Its main goal is to teach students language and word structure through a carefully planned program. It was initially designed for older individuals with dyslexia, Wilson Reading System is appropriate for students with decoding or word-level deficits. It provides an organized, sequential system with extensive controlled text to help teachers implement a multi-sensory structured language program. It is extensively used with older individuals and middle school students. Good Luck , hope this helps. Hillary Hillary Marchel~Reading Specialist Elementary North ~march...@hawthorn73.org Doceo, ergo sum. I have my path On Oct 25, 2009, at 4:40 PM, wr...@att.net wrote: I teach middle school. Do the same programs work as well with beginning readers as they do with middle schoolers? -- Original message from Hillary Marchel >: -- I could not agree more! Orton is the way to go from a professional point of view ( read Shaywitz's Book ) and from a personal view ( one of my sons has Dyslexia). And as an added bonus...It will also improve your teaching. Your focus should be to aim at helping the specific learning problem of your student. It is important to teach your students using all the senses: hearing, touching, writing, and speaking. To remediate dyslexia, studies have found that a program that is based on Orton-Gillingham is the best. This approach goes back to the very basics; teaching individual sounds, blends, rules, etc. It is multi-sensory and repetitive. Sound Reading is a program that works well to correct the glitches in auditory processing that make reading so hard for dyslexic students. By building up the basic auditory processing skills like phonemic awareness, students learn the skills they need to learn. You can find more about Sound Reading at www.SoundReading.com and more about phonics instruction under the "How It Works tab." Other programs are the Wilson & Barton Programs. Most Wilson programs are done by trained teachers in the schools, whereas the Barton Method is usually done by trained tutors (outside of school). There are many other fine programs out there, A Reading Program for Overcoming Dyslexia, by Cheryl Orlassino. This is a very affordable Orton- Gillingham based program that can be done at home by an untrained parent or a teacher wanting to learn how to teach her "students with dyslexia." www.help4dyslexia.com for more information. The book costs about 39.00. The student with Dyslexia is a very visual learner. And one does not overcome Dyslexia one learns to live with it. Hope this helps. Hillary Marchel~Reading Specialist Elementary north~march...@hawthorn73.org Doceo, ergo sum. I have my path On Oct 25, 2009, at 8:23 AM, Kathy Jankins wrote: I've tried the overlays and I think blue works the best, but it is not something that is going to help all that much. I wouldn't run out and buy them. As you've mentioned, the research isn't there to determine how effective they actually are. I think it's also important to remember that it is a brain disorder and while there are many who are now questioning whether or not it exists, brain imaging clearly shows that it does. The only somewhat effective approach to teaching dyslexic children is to use Orton Gillingham or Wilson and even then we need to remember this is something that cannot be magically fixed at the present time. Kathy Reading Specialist from Massachuesetts From: sheila eisen To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Sat, October 24, 2009 11:38:57 P
Re: [MOSAIC] dyslexia and colored overlays
I was surprised to see the use of colored overlays in a discussion about dyslexia. I was first introduced to their use in the 80s. The Irlen Institute was screening people for something called scotopic sensitivity and they would advise on the appropriate colored glasses or transparency to help alleviate the problems of light on white paper that caused reading problems for some people. I just looked at their website(below)and it does look like they have broadened the use. http://irlen.com/index.php Gina _ Windows 7: I wanted more reliable, now it's more reliable. Wow! http://microsoft.com/windows/windows-7/default-ga.aspx?h=myidea?ocid=PID24727::T:WLMTAGL:ON:WL:en-US:WWL_WIN_myidea:102009 ___ 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.
Re: [MOSAIC] dyslexia
I teach middle school. Do the same programs work as well with beginning readers as they do with middle schoolers? -- Original message from Hillary Marchel : -- > I could not agree more! Orton is the way to go from a professional > point of view ( read Shaywitz's Book ) and from a personal view ( one > of my sons has Dyslexia). And as an added bonus...It will also > improve your teaching. Your focus should be to aim at helping the > specific learning problem of your student. It is important to teach > your students using all the senses: hearing, touching, writing, and > speaking. To remediate dyslexia, studies have found that a program > that is based on Orton-Gillingham is the best. This approach goes back > to the very basics; teaching individual sounds, blends, rules, etc. It > is multi-sensory and repetitive. > Sound Reading is a program that works well to correct the glitches in > auditory processing that make reading so hard for dyslexic students. > By building up the basic auditory processing skills like phonemic > awareness, students learn the skills they need to learn. You can find > more about Sound Reading at www.SoundReading.com and more about > phonics instruction under the "How It Works tab." > Other programs are the Wilson & Barton Programs. Most Wilson programs > are done by trained teachers in the schools, whereas the Barton Method > is usually done by trained tutors (outside of school). There are many > other fine programs out there, A Reading Program for Overcoming > Dyslexia, by Cheryl Orlassino. This is a very affordable Orton- > Gillingham based program that can be done at home by an untrained > parent or a teacher wanting to learn how to teach her "students with > dyslexia." www.help4dyslexia.com for more information. The book costs > about 39.00. The student with Dyslexia is a very visual learner. And > one does not overcome Dyslexia one learns to live with it. Hope this > helps. > Hillary Marchel~Reading Specialist > Elementary north~march...@hawthorn73.org > Doceo, ergo sum. I have my path > > > On Oct 25, 2009, at 8:23 AM, Kathy Jankins wrote: > > > I've tried the overlays and I think blue works the best, but it is > > not something that is going to help all that much. I wouldn't run > > out and buy them. As you've mentioned, the research isn't there to > > determine how effective they actually are. I think it's also > > important to remember that it is a brain disorder and while there > > are many who are now questioning whether or not it exists, brain > > imaging clearly shows that it does. The only somewhat effective > > approach to teaching dyslexic children is to use Orton Gillingham or > > Wilson and even then we need to remember this is something that > > cannot be magically fixed at the present time. > > Kathy > > Reading Specialist from Massachuesetts > > > > > > > > > > > > From: sheila eisen > > To: Mosaic: A Reading Comprehension Strategies Email Group > > > > > Sent: Sat, October 24, 2009 11:38:57 PM > > Subject: Re: [MOSAIC] dyslexia > > > > The colored sheets are available from Irlen Institute and they are > > used to correct visual difficulties called scotopic sensitivity. > > This hasn't (I believe) been proven to correct the "letters moving" > > on the page. The most common colored overlay is blue, but they also > > come in various other shades, like yellows, roses, greens, etc. You > > could probably find report covers that would work as well and be > > much cheaper. It's basically a trial-and-error method to determine > > the correct color. > > > > Sheila > > > > --- On Sat, 10/24/09, wr...@att.net wrote: > > > >> From: wr...@att.net > >> Subject: [MOSAIC] dyslexia > >> To: "Mosaic: A Reading Comprehension Strategies Email Group" > >> > > >> Date: Saturday, October 24, 2009, 3:30 PM > >> I have a student who probably has > >> dyslexia. According to our school psych, my state does > >> not recognize dyslexia as a learning disability, so this > >> student will not get any help from special ed. She > >> really needs help with reading. > >> > >> I remember years ago hearing that see-through plastic > >> sheets in different colors can help students with dysl
Re: [MOSAIC] dyslexia
In my district, special ed teachers use Wilson Reading, which is a tactile phonics program, coupled with other components in a reading program. IF THE PROGRAM IS FOLLOWED RELIGIOUSLY (not just pieces of it, or skipping over parts), there's been a lot of success with grade 2-4 children. Some other teachers claim to teach Wilson, but they only use the "tapping" part, which involves students touching their fingers to their thumb for each "sound" they hear, then blending these sounds into words. One special ed teacher used Orton Gillingham, which also used body movements in conjunction with sounds. She used this with kdg & 1st graders, but she has since left the district, so I don't know her thoughts on its success. --- On Sun, 10/25/09, wr...@att.net wrote: > From: wr...@att.net > Subject: [MOSAIC] dyslexia > To: "Mosaic: A Reading Comprehension Strategies Email Group" > > Date: Sunday, October 25, 2009, 10:19 AM > > > > Can you write more about Orton Gillingham and Wilson? > Thanks! > ___ 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.
Re: [MOSAIC] dyslexia
About the color overlays, I have personally used them. I was diagnosed with Dyslexia and ADD as a child and struggled through school. I have very supportive parents who searched for assistive technology, in the early 80's there wasn't much. >From a personal point, I don't think they helped. The most useful >accommodations I received and use with my students, tape recording. I had a fabulous teacher who tape recorded my tests and any assignments. I listened to the tape recordings while reading the text. It worked well; I used this accommodation into college. I would like to add, I became a reading specialist/teacher because of the wonderful teachers who supported me throughout my academic growth. Remember, as teachers we can inspire or diminish a love of learning. -Original Message- From: mosaic-bounces+rworthington=ms.k12.il...@literacyworkshop.org [mailto:mosaic-bounces+rworthington=ms.k12.il...@literacyworkshop.org] On Behalf Of Kathy Jankins Sent: Sunday, October 25, 2009 8:24 AM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] dyslexia I've tried the overlays and I think blue works the best, but it is not something that is going to help all that much. I wouldn't run out and buy them. As you've mentioned, the research isn't there to determine how effective they actually are. I think it's also important to remember that it is a brain disorder and while there are many who are now questioning whether or not it exists, brain imaging clearly shows that it does. The only somewhat effective approach to teaching dyslexic children is to use Orton Gillingham or Wilson and even then we need to remember this is something that cannot be magically fixed at the present time.  Kathy Reading Specialist from Massachuesetts From: sheila eisen To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Sat, October 24, 2009 11:38:57 PM Subject: Re: [MOSAIC] dyslexia The colored sheets are available from Irlen Institute and they are used to correct visual difficulties called scotopic sensitivity. This hasn't (I believe) been proven to correct the "letters moving" on the page. The most common colored overlay is blue, but they also come in various other shades, like yellows, roses, greens, etc. You could probably find report covers that would work as well and be much cheaper. It's basically a trial-and-error method to determine the correct color. Sheila --- On Sat, 10/24/09, wr...@att.net wrote: > From: wr...@att.net > Subject: [MOSAIC] dyslexia > To: "Mosaic: A Reading Comprehension Strategies Email Group" > > Date: Saturday, October 24, 2009, 3:30 PM > I have a student who probably has > dyslexia. According to our school psych, my state does > not recognize dyslexia as a learning disability, so this > student will not get any help from special ed. She > really needs help with reading. > > I remember years ago hearing that see-through plastic > sheets in different colors can help students with dyslexia > read. Do you know anything about this? > > If this is really true, where can I buy some of those > plastic sheets for her to try out? > Thanks! > Jan > > > ___ > 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. ___ 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.
Re: [MOSAIC] dyslexia
LDonline.org..hands down...anything you want to know about Dyslexia... Orton-Gillingham is the structured,sequential multi-sensory teaching of written language based upon the constant use of association of all of the following - how a letter or word looks, how it sounds, and how the speech organs or the hand in writing feels when producing it. Children also learn the common rules of the English language such as the final e rule and when to use -ck and -tch. Older students learn a variety of syllable patterns and common prefixes and suffixes, then Latin and Greek word parts. Students learn the basic building blocks of the English language – the phonemes – and then progress to syllables and word parts such as prefixes, roots, and suffixes. In spelling, they learn the many spelling rules that govern the language. The Orton-Gillingham lesson plan integrates reading and spelling skills and builds in continuous practice and review. Students progress from the smallest elements of the language to reading books and applying their spelling skills when writing sentences. This method is particularly effective for students who: Have difficulty matching sounds with their associated letters Find it difficult to sequence sounds Read aloud in an uneven, halting manner Frequently "skip over" words or fail to notice punctuation Have difficulty remembering spelling patterns Regular ed. teachers go for training and use Orton in classrooms. The Wilson Reading System is a 12-Step remedial reading and writing program for individuals with a language-based learning disability. This program is based on Orton-Gillingham philosophy and principles and current phonological coding research. It directly teaches the structure of words in the English language so that students master the coding system for reading and spelling. Unlike other programs that overwhelm the student with rules, the language system of English is presented in a very systematic and cumulative manner so that it is manageable. The Wilson Reading System specifically teaches strategies for decoding and spelling. However, from the beginning steps of the program, it includes oral expressive language development and comprehension. Visualization techniques are used for comprehension. The Wilson Reading System's twelve steps are direct, sequential, and multi-sensory, and go beyond the scope of traditional phonics. Students start with sounds and progress to syllables, words, sentences, stories, and finally to books, learning from constant review and practice. The steps follow the six syllable types found in English, and we teach the sounds that relate to the syllable being studied. Each lesson introduces new concepts while reinforcing those already learned. Students experience success because they read only text that contains what has been previously taught. While the Wilson Reading System was originally designed for students with language-based learning disabilities such as dyslexia, the program has proven beneficial to all students. This method is particularly effective for students who: Find it difficult to read isolated words Often must guess at words from context Are poor spellers Our Special Ed. teachers teach using the Wilson Method. Most students with dyslexia are not diagnosed till age 8 and above. Hope this helps. Hillary Marchel~Reading Specialist Elementary north~march...@hawthorn73.org Doceo, ergo sum. I have my path Can you write more about Orton Gillingham and Wilson? Thanks! Original message from Kathy Jankins : I've tried the overlays and I think blue works the best, but it is not something that is going to help all that much. I wouldn't run out and buy them. As you've mentioned, the research isn't there to determine how effective they actually are. I think it's also important to remember that it is a brain disorder and while there are many who are now questioning whether or not it exists, brain imaging clearly shows that it does. The only somewhat effective approach to teaching dyslexic children is to use Orton Gillingham or Wilson and even then we need to remember this is something that cannot be magically fixed at the present time. Kathy Reading Specialist from Massachuesetts From: sheila eisen To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Sat, October 24, 2009 11:38:57 PM Subject: Re: [MOSAIC] dyslexia The colored sheets are available from Irlen Institute and they are used to correct visual difficulties called scotopic sensitivity. This hasn't (I believe) been proven to correct the "letters moving" on the page. The most common colored overlay is blue, but they also come in various other shades, like yellows, roses, greens, etc. You could probably find report covers that would work
Re: [MOSAIC] dyslexia
Orton Gillingham is a reading program that was specifically designed for children with dylexia and Wilson is another program that is based on Orton Gillingham. They both incorporate a strong, systematic phonics based approach to reading and many SPED teachers and reading specialists are trained in one or both of these programs. You can find more information about these programs online. Many people feel this is the best approach at the present time to help dyslexic students. P.S. In Massachusetts we don't have a 504 for dyslexia either. Dyslexia is a learning disability but schools don't have the ability to test for it. In Massachusetts, children are often taken to Mass. General or Children's Hospital to be tested. They then bring the results back to the school to aid in the schools findings with their testing. You might want to check with a hospital in your area to see if they do the testing. Sometimes it is covered by insurance and sometimes it isn't. Some people have had the testing done anyway and paid 3,000.00 for the testing to be done. Kathy Reading Specialist From: "wr...@att.net" To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Sun, October 25, 2009 11:19:22 AM Subject: [MOSAIC] dyslexia Can you write more about Orton Gillingham and Wilson? Thanks! Original message from Kathy Jankins : I've tried the overlays and I think blue works the best, but it is not something that is going to help all that much. I wouldn't run out and buy them. As you've mentioned, the research isn't there to determine how effective they actually are. I think it's also important to remember that it is a brain disorder and while there are many who are now questioning whether or not it exists, brain imaging clearly shows that it does. The only somewhat effective approach to teaching dyslexic children is to use Orton Gillingham or Wilson and even then we need to remember this is something that cannot be magically fixed at the present > time. > Kathy > Reading Specialist from Massachuesetts > > > > > > From: sheila eisen To: Mosaic: A Reading Comprehension Strategies Email Group > > Sent: Sat, October 24, 2009 11:38:57 PM > Subject: Re: [MOSAIC] dyslexia > The colored sheets are available from Irlen Institute and they are used to > correct visual difficulties called scotopic sensitivity. This hasn't (I > believe) been proven to correct the "letters moving" on the page. The most > common colored overlay is blue, but they also come in various other shades, > like > yellows, roses, greens, etc. You could probably find report covers that > would > work as well and be much cheaper. It's basically a trial-and-error method to > determine the correct color. > > Sheila > > --- On Sat, 10/24/09, wr...@att.net wrote: > > > From: wr...@att.net > > Subject: [MOSAIC] dyslexia > > To: "Mosaic: A Reading Comprehension Strategies Email Group" > > > Date: Saturday, October 24, 2009, 3:30 PM > > I have a student who probably has > > dyslexia. According to our school psych, my state does > > not recognize dyslexia as a learning disability, so this > > student will not get any help from special ed. She > > really needs help with reading. > > > > I remember years ago hearing that see-through plastic > > sheets in different colors can help students with dyslexia > > read. Do you know anything about this? > > > > If this is really true, where can I buy some of those > > plastic sheets for her to try out? > > Thanks! > > Jan ___ 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.
Re: [MOSAIC] dyslexia
I could not agree more! Orton is the way to go from a professional point of view ( read Shaywitz's Book ) and from a personal view ( one of my sons has Dyslexia). And as an added bonus...It will also improve your teaching. Your focus should be to aim at helping the specific learning problem of your student. It is important to teach your students using all the senses: hearing, touching, writing, and speaking. To remediate dyslexia, studies have found that a program that is based on Orton-Gillingham is the best. This approach goes back to the very basics; teaching individual sounds, blends, rules, etc. It is multi-sensory and repetitive. Sound Reading is a program that works well to correct the glitches in auditory processing that make reading so hard for dyslexic students. By building up the basic auditory processing skills like phonemic awareness, students learn the skills they need to learn. You can find more about Sound Reading at www.SoundReading.com and more about phonics instruction under the "How It Works tab." Other programs are the Wilson & Barton Programs. Most Wilson programs are done by trained teachers in the schools, whereas the Barton Method is usually done by trained tutors (outside of school). There are many other fine programs out there, A Reading Program for Overcoming Dyslexia, by Cheryl Orlassino. This is a very affordable Orton- Gillingham based program that can be done at home by an untrained parent or a teacher wanting to learn how to teach her "students with dyslexia." www.help4dyslexia.com for more information. The book costs about 39.00. The student with Dyslexia is a very visual learner. And one does not overcome Dyslexia one learns to live with it. Hope this helps. Hillary Marchel~Reading Specialist Elementary north~march...@hawthorn73.org Doceo, ergo sum. I have my path On Oct 25, 2009, at 8:23 AM, Kathy Jankins wrote: I've tried the overlays and I think blue works the best, but it is not something that is going to help all that much. I wouldn't run out and buy them. As you've mentioned, the research isn't there to determine how effective they actually are. I think it's also important to remember that it is a brain disorder and while there are many who are now questioning whether or not it exists, brain imaging clearly shows that it does. The only somewhat effective approach to teaching dyslexic children is to use Orton Gillingham or Wilson and even then we need to remember this is something that cannot be magically fixed at the present time. Kathy Reading Specialist from Massachuesetts From: sheila eisen To: Mosaic: A Reading Comprehension Strategies Email Group > Sent: Sat, October 24, 2009 11:38:57 PM Subject: Re: [MOSAIC] dyslexia The colored sheets are available from Irlen Institute and they are used to correct visual difficulties called scotopic sensitivity. This hasn't (I believe) been proven to correct the "letters moving" on the page. The most common colored overlay is blue, but they also come in various other shades, like yellows, roses, greens, etc. You could probably find report covers that would work as well and be much cheaper. It's basically a trial-and-error method to determine the correct color. Sheila --- On Sat, 10/24/09, wr...@att.net wrote: From: wr...@att.net Subject: [MOSAIC] dyslexia To: "Mosaic: A Reading Comprehension Strategies Email Group" > Date: Saturday, October 24, 2009, 3:30 PM I have a student who probably has dyslexia. According to our school psych, my state does not recognize dyslexia as a learning disability, so this student will not get any help from special ed. She really needs help with reading. I remember years ago hearing that see-through plastic sheets in different colors can help students with dyslexia read. Do you know anything about this? If this is really true, where can I buy some of those plastic sheets for her to try out? Thanks! Jan ___ 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. ___ 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/Mos
Re: [MOSAIC] dyslexia
H... I'm in Washington state. I think, according to the school psych, students with dyslexia here cannot get a 504 plan. Anyone from Washington know about this? -- Original message from Laura : --- > I'm curious which state? We have special provisions for testing for > dyslexia in Texas. Also, it can definitely be a case of 504 which is a > mandated federal law about students with disabilities that are not labeled > special ed. The 504 law covers all states. > - Original Message - > From: > To: "Mosaic: A Reading Comprehension Strategies EmailGroup" > > Sent: Saturday, October 24, 2009 3:30 PM > Subject: [MOSAIC] dyslexia > > > >I have a student who probably has dyslexia. According to our school psych, > >my state does not recognize dyslexia as a learning disability, so this > >student will not get any help from special ed. She really needs help with > >reading. > > > > I remember years ago hearing that see-through plastic sheets in different > > colors can help students with dyslexia read. Do you know anything about > > this? > > > > If this is really true, where can I buy some of those plastic sheets for > > her to try out? > > Thanks! > > Jan > > ___ 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] dyslexia
Can you write more about Orton Gillingham and Wilson? Thanks! Original message from Kathy Jankins : I've tried the overlays and I think blue works the best, but it is not something that is going to help all that much. I wouldn't run out and buy them. As you've mentioned, the research isn't there to determine how effective they actually are. I think it's also important to remember that it is a brain disorder and while there are many who are now questioning whether or not it exists, brain imaging clearly shows that it does. The only somewhat effective approach to teaching dyslexic children is to use Orton Gillingham or Wilson and even then we need to remember this is something that cannot be magically fixed at the present > time. > Kathy > Reading Specialist from Massachuesetts > > > > > > From: sheila eisen To: Mosaic: A Reading Comprehension Strategies Email Group > > Sent: Sat, October 24, 2009 11:38:57 PM > Subject: Re: [MOSAIC] dyslexia > The colored sheets are available from Irlen Institute and they are used to > correct visual difficulties called scotopic sensitivity. This hasn't (I > believe) been proven to correct the "letters moving" on the page. The most > common colored overlay is blue, but they also come in various other shades, > like > yellows, roses, greens, etc. You could probably find report covers that > would > work as well and be much cheaper. It's basically a trial-and-error method to > determine the correct color. > > Sheila > > --- On Sat, 10/24/09, wr...@att.net wrote: > > > From: wr...@att.net > > Subject: [MOSAIC] dyslexia > > To: "Mosaic: A Reading Comprehension Strategies Email Group" > > > Date: Saturday, October 24, 2009, 3:30 PM > > I have a student who probably has > > dyslexia. According to our school psych, my state does > > not recognize dyslexia as a learning disability, so this > > student will not get any help from special ed. She > > really needs help with reading. > > > > I remember years ago hearing that see-through plastic > > sheets in different colors can help students with dyslexia > > read. Do you know anything about this? > > > > If this is really true, where can I buy some of those > > plastic sheets for her to try out? > > Thanks! > > Jan ___ 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.
Re: [MOSAIC] dyslexia
I've tried the overlays and I think blue works the best, but it is not something that is going to help all that much. I wouldn't run out and buy them. As you've mentioned, the research isn't there to determine how effective they actually are. I think it's also important to remember that it is a brain disorder and while there are many who are now questioning whether or not it exists, brain imaging clearly shows that it does. The only somewhat effective approach to teaching dyslexic children is to use Orton Gillingham or Wilson and even then we need to remember this is something that cannot be magically fixed at the present time.  Kathy Reading Specialist from Massachuesetts From: sheila eisen To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Sat, October 24, 2009 11:38:57 PM Subject: Re: [MOSAIC] dyslexia The colored sheets are available from Irlen Institute and they are used to correct visual difficulties called scotopic sensitivity. This hasn't (I believe) been proven to correct the "letters moving" on the page. The most common colored overlay is blue, but they also come in various other shades, like yellows, roses, greens, etc. You could probably find report covers that would work as well and be much cheaper. It's basically a trial-and-error method to determine the correct color. Sheila --- On Sat, 10/24/09, wr...@att.net wrote: > From: wr...@att.net > Subject: [MOSAIC] dyslexia > To: "Mosaic: A Reading Comprehension Strategies Email Group" > > Date: Saturday, October 24, 2009, 3:30 PM > I have a student who probably has > dyslexia. According to our school psych, my state does > not recognize dyslexia as a learning disability, so this > student will not get any help from special ed. She > really needs help with reading. > > I remember years ago hearing that see-through plastic > sheets in different colors can help students with dyslexia > read. Do you know anything about this? > > If this is really true, where can I buy some of those > plastic sheets for her to try out? > Thanks! > Jan > > > ___ > 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. ___ 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.
Re: [MOSAIC] dyslexia
The colored sheets are available from Irlen Institute and they are used to correct visual difficulties called scotopic sensitivity. This hasn't (I believe) been proven to correct the "letters moving" on the page. The most common colored overlay is blue, but they also come in various other shades, like yellows, roses, greens, etc. You could probably find report covers that would work as well and be much cheaper. It's basically a trial-and-error method to determine the correct color. Sheila --- On Sat, 10/24/09, wr...@att.net wrote: > From: wr...@att.net > Subject: [MOSAIC] dyslexia > To: "Mosaic: A Reading Comprehension Strategies Email Group" > > Date: Saturday, October 24, 2009, 3:30 PM > I have a student who probably has > dyslexia. According to our school psych, my state does > not recognize dyslexia as a learning disability, so this > student will not get any help from special ed. She > really needs help with reading. > > I remember years ago hearing that see-through plastic > sheets in different colors can help students with dyslexia > read. Do you know anything about this? > > If this is really true, where can I buy some of those > plastic sheets for her to try out? > Thanks! > Jan > > > ___ > 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.
Re: [MOSAIC] dyslexia
Colored overlays are available from carbo reading program Sent from my Verizon Wireless BlackBerry -Original Message- From: demiller...@aol.com Date: Sat, 24 Oct 2009 20:08:20 To: Subject: Re: [MOSAIC] dyslexia Dyslexia is a loose term that it seems not many agree on a definition for. I have found some of the information from Sally Shaywitz very helpful as I have learned more about struggling readers. Her book, Overcoming Dyslexia, is awesome. She is, I think, a pediatric neurologist. Cathy title I Reading -Original Message- From: Laura To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Sat, Oct 24, 2009 4:51 pm Subject: Re: [MOSAIC] dyslexia I'm curious which state? We have special provisions for testing for dyslexia in Texas. Also, it can definitely be a case of 504 which is a mandated federal law about students with disabilities that are not labeled special ed. The 504 law covers all states. - Original Message - From: To: "Mosaic: A Reading Comprehension Strategies EmailGroup" Sent: Saturday, October 24, 2009 3:30 PM Subject: [MOSAIC] dyslexia >I have a student who probably has dyslexia. According to our school psych, >my >state does not recognize dyslexia as a learning disability, so this >student >will not get any help from special ed. She really needs help with >reading. > > I remember years ago hearing that see-through plastic sheets in different > > colors can help students with dyslexia read. Do you know anything about > > this? > > If this is really true, where can I buy some of those plastic sheets for > > her to try out? > Thanks! > Jan > > > ___ > 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. ___ 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.
Re: [MOSAIC] dyslexia
Dyslexia is a loose term that it seems not many agree on a definition for. I have found some of the information from Sally Shaywitz very helpful as I have learned more about struggling readers. Her book, Overcoming Dyslexia, is awesome. She is, I think, a pediatric neurologist. Cathy title I Reading -Original Message- From: Laura To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Sat, Oct 24, 2009 4:51 pm Subject: Re: [MOSAIC] dyslexia I'm curious which state? We have special provisions for testing for dyslexia in Texas. Also, it can definitely be a case of 504 which is a mandated federal law about students with disabilities that are not labeled special ed. The 504 law covers all states. - Original Message - From: To: "Mosaic: A Reading Comprehension Strategies EmailGroup" Sent: Saturday, October 24, 2009 3:30 PM Subject: [MOSAIC] dyslexia >I have a student who probably has dyslexia. According to our school psych, >my >state does not recognize dyslexia as a learning disability, so this >student >will not get any help from special ed. She really needs help with >reading. > > I remember years ago hearing that see-through plastic sheets in different > > colors can help students with dyslexia read. Do you know anything about > > this? > > If this is really true, where can I buy some of those plastic sheets for > > her to try out? > Thanks! > Jan > > > ___ > 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. ___ 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.
Re: [MOSAIC] dyslexia
I have purchased cover overlays myself, but have read research recently that has claimed they are not effective. Can't say I've seen any remarkable results myself. Be who you are and say what you feel because those who mind don't matter and those who matter don't mind. ~ Dr. Seuss > From: wr...@att.net > To: mosaic@literacyworkshop.org > Date: Sat, 24 Oct 2009 20:30:44 + > Subject: [MOSAIC] dyslexia > > I have a student who probably has dyslexia. According to our school psych, my > state does not recognize dyslexia as a learning disability, so this student > will not get any help from special ed. She really needs help with reading. > > I remember years ago hearing that see-through plastic sheets in different > colors can help students with dyslexia read. Do you know anything about this? > > If this is really true, where can I buy some of those plastic sheets for her > to try out? > Thanks! > Jan > > > ___ > 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. > _ Windows 7: Simplify your PC. Learn more. http://www.microsoft.com/Windows/windows-7/default.aspx?ocid=PID24727::T:WLMTAGL:ON:WL:en-US:WWL_WIN_evergreen1:102009 ___ 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.
Re: [MOSAIC] dyslexia
I'm curious which state? We have special provisions for testing for dyslexia in Texas. Also, it can definitely be a case of 504 which is a mandated federal law about students with disabilities that are not labeled special ed. The 504 law covers all states. - Original Message - From: To: "Mosaic: A Reading Comprehension Strategies EmailGroup" Sent: Saturday, October 24, 2009 3:30 PM Subject: [MOSAIC] dyslexia I have a student who probably has dyslexia. According to our school psych, my state does not recognize dyslexia as a learning disability, so this student will not get any help from special ed. She really needs help with reading. I remember years ago hearing that see-through plastic sheets in different colors can help students with dyslexia read. Do you know anything about this? If this is really true, where can I buy some of those plastic sheets for her to try out? Thanks! Jan ___ 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.
Re: [MOSAIC] dyslexia
I purchased some years ago from the National Reading Styles Institute. They are called Colored Overlays for Reading Try this website: http://www.nrsi.com/index.php I bought them years ago at a Mario Carbo seminar. I loaned them to a friend whose child was having difficulty in school and she just returned them a few days ago so I have not used them in the classroom. Cathy -- Original message from wr...@att.net: -- I have a student who probably has dyslexia. According to our school psych, my state does not recognize dyslexia as a learning disability, so this student will > not get any help from special ed. She really needs help with reading. > I remember years ago hearing that see-through plastic sheets in different > colors > can help students with dyslexia read. Do you know anything about this? > If this is really true, where can I buy some of those plastic sheets for her > to > try out? > Thanks! > Jan > > > ___ > 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.
[MOSAIC] dyslexia
I have a student who probably has dyslexia. According to our school psych, my state does not recognize dyslexia as a learning disability, so this student will not get any help from special ed. She really needs help with reading. I remember years ago hearing that see-through plastic sheets in different colors can help students with dyslexia read. Do you know anything about this? If this is really true, where can I buy some of those plastic sheets for her to try out? Thanks! Jan ___ 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.
Re: [MOSAIC] Dyslexia
- Original Message - From: "Kathleen Ernewein" <[EMAIL PROTECTED]> To: Sent: Sunday, August 12, 2007 8:13 AM Subject: [MOSAIC] Dyslexia> WSU Student > _ Hi Kathleen! Reversing the letters you mentioned is very typical up to about third grade and cannot be viewed as a sign of dyslexia. Actually, new technology has led to new info about dyslexia. An area in the brain above the left ear is where the problem occurs! Dyslexic people have difficulty hearing and separating phonemes.In small children, you will notice difficulty in rhyming or answering questions such as, "What is the word smile without the "s". Dyslexic readers tend to memorize words by shape. There is a great book, "Overcoming Dyslexia" by Sally (not sure of last name and book is at school) Shaywitz? Christina __ > 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.
Re: [MOSAIC] Dyslexia and comprehension
If he is dyslexic, we should check to see if he has a 504 Libby DuVall Reading Specialist Glenwood Intermediate School Ball-Chatham CUSD#5 http://gis.chathamschools.org/Classroom%20Web%20Pages/Reading%20Web/Reading%20home.htm <http://gis.chathamschools.org/Classroom%20Web%20Pages/Reading%20Web/Reading%20home.htm> From: [EMAIL PROTECTED] on behalf of [EMAIL PROTECTED] Sent: Sun 8/12/2007 4:01 PM To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Dyslexia and comprehension There are a lot of views about dyslexia but most people see it as a problem with decoding rather than comprehension...these kids can often comprehend at a high level when the text is read TO them rather than when they have to read it themselves. I have a little guy like this that I work with ... he scored advanced on the state test as a third grader when he had the special ed accomodation that allowed the test to be read to him. He could not, however, pass a mid first grade benchmark when asked to read for himself. Perhaps it would be interesting to refocus the discussion on how we ensure that our learning disabled students benefit from comprehension strategy study...how to find the balance between the specialized programs needed to learn decoding and still ensure that these students understand that reading is about thinking... There is no doubt, as far as I am concerned, that there are as many ways to teach decoding skills to disabled students are there are definitions of dyslexia. BUT...who knows about any research done on teaching comprehension to learning disabled students? Even better, what success stories are out there where you all have used Mosaic strategies to improve the reading skills of dyslexic students??? This has been a great discussion of interest to many on the list...let's think about how we teach comprehension strategies to this population! Jennifer Maryland List moderator ** Get a sneak peek of the all-new AOL at http://discover.aol.com/memed/aolcom30tour ___ 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.
Re: [MOSAIC] Dyslexia and comprehension
Joy, you are so kind. You know, I might have thought it was phobia related to drawing , but truly there were just as many struggling to put labels to the diagram based on descriptive writing. We spent much longer talking about this activity than doing it. It was not part of the plan, but there we go again with lesson plans as realistic fiction. The issue of comfort levels came up among those who struggled to draw and my partner--a truly wonderful young teacher--was quick to own up to the issue of not modeling (it was a warm up activity). She then modeled her drawing, letting everyone know that because she is NOT an artist (and she is clearly not kidding), her own students were each safe in the knowledge that they could outdraw their teacher. I talked about my own experience in the classroom--I draw fairly well and am passionate about art instruction. I could not 'pretend' not to draw well, but I could--and did--stress the importance of recognizing that there were times when art supported my learning--like the way my simple sketches and labeled drawings supported my understanding of a text--and there were times when art WAS my learning. I just made it very explicit to my kids if art was to support learning or BE the learning. I need to find a way to see Karen Ernst again. It is probably time for me to reread her book. It must be here or at the office. She did an amazing job of using art to support writing and I need to rethink her work from the perspective of visual imagery to support comprehension. Ah, so many books, so little time!! Lori On 8/13/07 5:43 PM, "Joy" <[EMAIL PROTECTED]> wrote: > Lori, > This is very interesting. Behind my wondering about their comfort level is > an experience I had at an Institute for Environmental Education. We were all > gathered together at the beach for a week to learn about integrating > environmental education across the curriculum. All the teachers were > elementary ed, and had a wide variety of talents. We were a very relaxed > group, and bonded well. > > One of the workshops was about nature jounals, maybe it was the great talent > of the woman who taught us, but I've always wondered what it was that made us > feel so self-concious. > > By the way, I'd love to be a fly on the wall at one of your training > meetings! Better yet, I'd love to be a teacher! Do your teachers know how > lucky they are? I'm so jealous of them all! > > > > ljackson <[EMAIL PROTECTED]> wrote: > I am not so certain. It was day four, a great group with only one new to > the district teacher, so trust levels were high. As I noticed the struggle, > we quickly encouraged them to work in groups--which made an observable > difference in terms of stress levels. When we debriefed the strategy, just > a couple talked about being uncomfortable with the idea of drawing. Others > talked a lot about struggling to make a mental image. Know this, we had > worked with visualization with fiction and not met these difficulties. In > all honesty, I believe that we under-estimated the difficulty these teachers > would have transferring a strategy across genre. My partner felt she should > have modeled this more explicitly. There are certainly some lessons to be > learned. > > 1. Strategies have to be taught ACROSS genres and text types. > 2. The ability to use a strategy well can become genre specific. > 3. Model, model, model!! > > Incidentally, this was such a great class to work with! As a fairly new > district level coach coming from a primary classroom in the district, with a > partner who is very young and somewhat worried by how she would be perceived > because of that--I think we would both say we were nervous working with a > local audience. I have presented at regional and national conferences, and > was far more concerned about this class than any national presentation!! It > is easier to be the expert from 40 miles (or more away) that it is to > sometimes work with local teachers. Our own concerns were put to rest--we > had an enjoyable week exploring strategy instruction. > > Lori > > Joy/NC/4 > [EMAIL PROTECTED] > How children learn is as important as what they learn: process and content > go hand in hand. http://www.responsiveclassroom.org > > > > > > > > > > > > - > Got a little couch potato? > Check out fun summer activities for kids. > ___ > 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. > -- Lori Jackson District Literacy Coach & Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute July 17-20. 2008 Tucson, Arizona
Re: [MOSAIC] Dyslexia and comprehension
Lori, This is very interesting. Behind my wondering about their comfort level is an experience I had at an Institute for Environmental Education. We were all gathered together at the beach for a week to learn about integrating environmental education across the curriculum. All the teachers were elementary ed, and had a wide variety of talents. We were a very relaxed group, and bonded well. One of the workshops was about nature jounals, maybe it was the great talent of the woman who taught us, but I've always wondered what it was that made us feel so self-concious. By the way, I'd love to be a fly on the wall at one of your training meetings! Better yet, I'd love to be a teacher! Do your teachers know how lucky they are? I'm so jealous of them all! ljackson <[EMAIL PROTECTED]> wrote: I am not so certain. It was day four, a great group with only one new to the district teacher, so trust levels were high. As I noticed the struggle, we quickly encouraged them to work in groups--which made an observable difference in terms of stress levels. When we debriefed the strategy, just a couple talked about being uncomfortable with the idea of drawing. Others talked a lot about struggling to make a mental image. Know this, we had worked with visualization with fiction and not met these difficulties. In all honesty, I believe that we under-estimated the difficulty these teachers would have transferring a strategy across genre. My partner felt she should have modeled this more explicitly. There are certainly some lessons to be learned. 1. Strategies have to be taught ACROSS genres and text types. 2. The ability to use a strategy well can become genre specific. 3. Model, model, model!! Incidentally, this was such a great class to work with! As a fairly new district level coach coming from a primary classroom in the district, with a partner who is very young and somewhat worried by how she would be perceived because of that--I think we would both say we were nervous working with a local audience. I have presented at regional and national conferences, and was far more concerned about this class than any national presentation!! It is easier to be the expert from 40 miles (or more away) that it is to sometimes work with local teachers. Our own concerns were put to rest--we had an enjoyable week exploring strategy instruction. Lori Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Got a little couch potato? Check out fun summer activities for kids. ___ 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.
Re: [MOSAIC] Dyslexia and comprehension
I am not so certain. It was day four, a great group with only one new to the district teacher, so trust levels were high. As I noticed the struggle, we quickly encouraged them to work in groups--which made an observable difference in terms of stress levels. When we debriefed the strategy, just a couple talked about being uncomfortable with the idea of drawing. Others talked a lot about struggling to make a mental image. Know this, we had worked with visualization with fiction and not met these difficulties. In all honesty, I believe that we under-estimated the difficulty these teachers would have transferring a strategy across genre. My partner felt she should have modeled this more explicitly. There are certainly some lessons to be learned. 1. Strategies have to be taught ACROSS genres and text types. 2. The ability to use a strategy well can become genre specific. 3. Model, model, model!! Incidentally, this was such a great class to work with! As a fairly new district level coach coming from a primary classroom in the district, with a partner who is very young and somewhat worried by how she would be perceived because of that--I think we would both say we were nervous working with a local audience. I have presented at regional and national conferences, and was far more concerned about this class than any national presentation!! It is easier to be the expert from 40 miles (or more away) that it is to sometimes work with local teachers. Our own concerns were put to rest--we had an enjoyable week exploring strategy instruction. Lori On 8/12/07 9:41 PM, "Joy" <[EMAIL PROTECTED]> wrote: > I wonder if the adults struggled because they didn't want to appear "wrong" in > front of other adults. Maybe they didn't feel comfortable taking risks. Maybe > they thought they'd be ridiculed. > > ljackson <[EMAIL PROTECTED]> wrote: That is interesting. I recently team > taught a class with our high school > literacy coach and she tried a couple of visualization strategies with our > adult students that she normally uses with the kids she works with--children > with cognitive impairments, reading disabilities and delayed readers. Her > kids had had no trouble with them and she was a bit surprised to watch the > adults struggle. I told her that I wondered if students with difficulties > reading (and decoding) don't, given the opportunity, rely more successfully > on alternative strategies. Here are the two activities: > > One: Presented students with diagram (all labels stems there but with no > words) and supporting text. Students were asked to read and then to figure > out how to complete the labels on the diagram. > > Two: Students were presented with vivid written descriptions of insect and > asked to draw them. > > Lori > > > On 8/12/07 5:46 PM, "Joy" wrote: > >> Jennifer, >> My experience with students who have identified learning differences is that >> they learn the strategies more readily than students who do not struggle. I >> think it is because they have developed good listening skills to cope with >> their lack of decoding skills. They "get" the read/think alouds more quickly, >> and can apply them with ease with text they hear. >> >> We can't read reading tests aloud to our students in NC., so until their >> decoding improves they don't do well at all on standardized reading tests. >> Once they become more competent with decoding, they soar. >> >> >> >> >> Joy/NC/4 >> [EMAIL PROTECTED] >> How children learn is as important as what they learn: process and content >> go hand in hand. http://www.responsiveclassroom.org >> >> >> >> >> >> >> >> >> >> >> >> - >> Pinpoint customers who are looking for what you sell. >> ___ >> 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. >> -- Lori Jackson District Literacy Coach & Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute July 17-20. 2008 Tucson, Arizona ___ 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.
Re: [MOSAIC] Dyslexia and comprehension
I wonder if the adults struggled because they didn't want to appear "wrong" in front of other adults. Maybe they didn't feel comfortable taking risks. Maybe they thought they'd be ridiculed. ljackson <[EMAIL PROTECTED]> wrote: That is interesting. I recently team taught a class with our high school literacy coach and she tried a couple of visualization strategies with our adult students that she normally uses with the kids she works with--children with cognitive impairments, reading disabilities and delayed readers. Her kids had had no trouble with them and she was a bit surprised to watch the adults struggle. I told her that I wondered if students with difficulties reading (and decoding) don't, given the opportunity, rely more successfully on alternative strategies. Here are the two activities: One: Presented students with diagram (all labels stems there but with no words) and supporting text. Students were asked to read and then to figure out how to complete the labels on the diagram. Two: Students were presented with vivid written descriptions of insect and asked to draw them. Lori On 8/12/07 5:46 PM, "Joy" wrote: > Jennifer, > My experience with students who have identified learning differences is that > they learn the strategies more readily than students who do not struggle. I > think it is because they have developed good listening skills to cope with > their lack of decoding skills. They "get" the read/think alouds more quickly, > and can apply them with ease with text they hear. > > We can't read reading tests aloud to our students in NC., so until their > decoding improves they don't do well at all on standardized reading tests. > Once they become more competent with decoding, they soar. > > > > > Joy/NC/4 > [EMAIL PROTECTED] > How children learn is as important as what they learn: process and content > go hand in hand. http://www.responsiveclassroom.org > > > > > > > > > > > > - > Pinpoint customers who are looking for what you sell. > ___ > 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. > -- Lori Jackson District Literacy Coach & Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute July 17-20. 2008 Tucson, Arizona ___ 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. Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Building a website is a piece of cake. Yahoo! Small Business gives you all the tools to get online. ___ 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.
Re: [MOSAIC] Dyslexia and comprehension
That is interesting. I recently team taught a class with our high school literacy coach and she tried a couple of visualization strategies with our adult students that she normally uses with the kids she works with--children with cognitive impairments, reading disabilities and delayed readers. Her kids had had no trouble with them and she was a bit surprised to watch the adults struggle. I told her that I wondered if students with difficulties reading (and decoding) don't, given the opportunity, rely more successfully on alternative strategies. Here are the two activities: One: Presented students with diagram (all labels stems there but with no words) and supporting text. Students were asked to read and then to figure out how to complete the labels on the diagram. Two: Students were presented with vivid written descriptions of insect and asked to draw them. Lori On 8/12/07 5:46 PM, "Joy" <[EMAIL PROTECTED]> wrote: > Jennifer, > My experience with students who have identified learning differences is that > they learn the strategies more readily than students who do not struggle. I > think it is because they have developed good listening skills to cope with > their lack of decoding skills. They "get" the read/think alouds more quickly, > and can apply them with ease with text they hear. > > We can't read reading tests aloud to our students in NC., so until their > decoding improves they don't do well at all on standardized reading tests. > Once they become more competent with decoding, they soar. > > > > > Joy/NC/4 > [EMAIL PROTECTED] > How children learn is as important as what they learn: process and content > go hand in hand. http://www.responsiveclassroom.org > > > > > > > > > > > > - > Pinpoint customers who are looking for what you sell. > ___ > 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. > -- Lori Jackson District Literacy Coach & Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute July 17-20. 2008 Tucson, Arizona ___ 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.
Re: [MOSAIC] Dyslexia and comprehension
Jennifer, My experience with students who have identified learning differences is that they learn the strategies more readily than students who do not struggle. I think it is because they have developed good listening skills to cope with their lack of decoding skills. They "get" the read/think alouds more quickly, and can apply them with ease with text they hear. We can't read reading tests aloud to our students in NC., so until their decoding improves they don't do well at all on standardized reading tests. Once they become more competent with decoding, they soar. Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Pinpoint customers who are looking for what you sell. ___ 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.
Re: [MOSAIC] Dyslexia
I had a boy who wrote the first letter in his name backwards, I simply worked out a signal with him to correct it. If I saw his J written backwards I'd point to the letter on his paper, and he'd correct it. (Sometimes that took 3 or more prompts, but eventually he'd get it right. Now that he's in fourth grade, he's finally writing them correctly every time. I'm wondering if learning cursive writing had anything to do with this? Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Moody friends. Drama queens. Your life? Nope! - their life, your story. Play Sims Stories at Yahoo! Games. ___ 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.
Re: [MOSAIC] Dyslexia
>I am looking for activities >> that would be useful at the early elementary level. > > I believe that our responses were on topic, as I believe we are saying > that > reversals in early elementary are not generally indicative of dyslexia. > > Lori > . I agree. Early elementary kids reverse letters and most will grow out of it. I have 8th graders and sometimes they reverse letters, but usually it's the students who are reading at 3rd or 4th grade levels. I wonder if anyone has any research about reversals not being age related, but reading level related? Bill ___ 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.
Re: [MOSAIC] Dyslexia
In a message dated 8/12/2007 2:26:33 PM Eastern Daylight Time, [EMAIL PROTECTED] writes: No wonder children have problems with letter reversals until grade three. >From the moment they were born they were taught object permanence. An apple is an apple whether facing left or right, up or down. A lamp is a lamp whether on a table or on the floor. Oh, but wait, now we're telling them a "b" is a "b" if facing right, but its a "d" if facing left! Aye, the english language :) Brian Cambourne has a great story about this. He tells it so well. Maybe Elisa or Lori remember it word for word. He was telling a large group of people, I'm not sure if they were parents or teachers, about object permanence and how certain letters confuse children because of this. He said something like "d" is always recognizable because of it's "d"ness. And then he went on to talk about the letters "a" and "p" and their "ness" and everyone was laughing and it took him a while to figure out what he had said that was so funny. Nancy Creech ** Get a sneak peek of the all-new AOL at http://discover.aol.com/memed/aolcom30tour ___ 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.
Re: [MOSAIC] Dyslexia and comprehension
There are a lot of views about dyslexia but most people see it as a problem with decoding rather than comprehension...these kids can often comprehend at a high level when the text is read TO them rather than when they have to read it themselves. I have a little guy like this that I work with ... he scored advanced on the state test as a third grader when he had the special ed accomodation that allowed the test to be read to him. He could not, however, pass a mid first grade benchmark when asked to read for himself. Perhaps it would be interesting to refocus the discussion on how we ensure that our learning disabled students benefit from comprehension strategy study...how to find the balance between the specialized programs needed to learn decoding and still ensure that these students understand that reading is about thinking... There is no doubt, as far as I am concerned, that there are as many ways to teach decoding skills to disabled students are there are definitions of dyslexia. BUT...who knows about any research done on teaching comprehension to learning disabled students? Even better, what success stories are out there where you all have used Mosaic strategies to improve the reading skills of dyslexic students??? This has been a great discussion of interest to many on the list...let's think about how we teach comprehension strategies to this population! Jennifer Maryland List moderator ** Get a sneak peek of the all-new AOL at http://discover.aol.com/memed/aolcom30tour ___ 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.
Re: [MOSAIC] Dyslexia
I tell them to say "a boy kicking a ball" when writing the b (the stick is the boy and the round part is the ball and he's kicking it the direction you are writing.) For d, ask them to write the round part first and say "c", then close it up with a stick and say "d". "CD" is easy to remember. I wish Kinder teachers would teach students to write this way, instead of starting both letters with the stick and then deciding which direction to circle around. Carol/2/CA -Original Message- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] Behalf Of Deb Kurns Some teachers stress the b/d confusion using the word bed - this one is hard to write - if you use your hands to make a letter b with the left hand and a d with the right hand and hold them together, you have a bed with a headboard and a footboard. Most of my children did not get this one because the concept of headboard and footboard is unknown to them. There is a program called "Recipe for Reading" that uses a picture of a bat and ball for the letter b and a drum and drumstick for the letter d. I have placed the b picture on the left corner of the student's desk and the d picture on the right corner. There is another saying b before c when looking at an abc chart. ___ ___ 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.
Re: [MOSAIC] Dyslexia
No wonder children have problems with letter reversals until grade three. >From the moment they were born they were taught object permanence. An apple is an apple whether facing left or right, up or down. A lamp is a lamp whether on a table or on the floor. Oh, but wait, now we're telling them a "b" is a "b" if facing right, but its a "d" if facing left! Aye, the english language :) ___ 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.
Re: [MOSAIC] Dyslexia
I am a special education teacher. Another way I have explained this parents is to use a block cut out letter (we have an Ellison die cut machine) of the letter b - flip the letter over to the right and it is a d - flip the letter over again to the bottom and it is a q - flip it over again to the left and it is a p. Some teachers stress the b/d confusion using the word bed - this one is hard to write - if you use your hands to make a letter b with the left hand and a d with the right hand and hold them together, you have a bed with a headboard and a footboard. Most of my children did not get this one because the concept of headboard and footboard is unknown to them. There is a program called "Recipe for Reading" that uses a picture of a bat and ball for the letter b and a drum and drumstick for the letter d. I have placed the b picture on the left corner of the student's desk and the d picture on the right corner. There is another saying b before c when looking at an abc chart. Personally, I use many hands-on activities using tactile items - for example tracing with your finger a sandpaper letter, cutting the letter of out needle point plastic canvas and have the students place a piece of paper over it and rub with a crayon, using shaving cream or pudding to write the letter in. Handwriting without Tears has specific language for teaching the formation of letters to reduce reversals. Deb (SpEd in IL) -Original Message- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of ljackson Sent: Sunday, August 12, 2007 11:17 AM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] Dyslexia I've done it with a chair. Also effective. It is important when talking with parents of these young children, who often raise the concern regarding reversals, to acknowledge their concerns. Elisa is so right about responding to parental concern without undo panic and Renee has a great idea to show parents how natural it is for young children to the p-b-q-d thing. Letting them know it is not uncommon, is age appropriate and that you are aware of the reversals and willing to address them is important. Lori On 8/12/07 9:04 AM, "Renee" <[EMAIL PROTECTED]> wrote: > > On Aug 12, 2007, at 6:13 AM, Kathleen Ernewein wrote: >> >> .., I have noticed children that read d's as b's and q's as p's. >> I would never come right out and claim that these students are in fact >> dyslexic, but I would like to help them in anyway that I can. > > Hi Kathleen, > > Reversing letters is very common and natural until somewhere around > third grade. When parents ask, I do this: I stand their child up in > front of them, facing one side. I say, "Here is your child." Then I > turn the child around facing the other way and say, "Look! It's still > your child!" and then I explain that for some children they may just > not be seeing the difference yet between facing one way and facing > another way. > > Makes sense to me, anyhow! > Renee > > "And in the end, the love you take is equal to the love you make." > ~ John Lennon / Paul McCartney ~ Carry That Weight > > > > ___ > 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. > -- Lori Jackson District Literacy Coach & Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute July 17-20. 2008 Tucson, Arizona ___ 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.
Re: [MOSAIC] Dyslexia
If you are looking at the early elementary level, you'll want to know that it is as common to reverse single letters at times as it is to never reverse letters. It comes from not yet having enough experience with print, and that tells you what activities to do. The child needs more experience with print (reading), so the "activity" you'd do would be to guide the student through as much reading as possible. Sometimes it is possible to kill many birds with one stone! Date: Sun, 12 Aug 2007 09:13:06 -0400 Hello Everyone I was hoping for some input in the area of dyslexia. While I now that it is not my job as a teacher to diagnose students, I have noticed children that read d's as b's and q's as p's. I would never come right out and claim that these students are in fact dyslexic, but I would like to help them in anyway that I can. How does dyslexia affect Comprehension? What strategies work best in helping students that may suffer from this condition? I am looking for activities that would be useful at the early elementary level. Kathleen Ernewein WSU Student ___ 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. _ Puzzles, trivia teasers, word scrambles and more. Play for your chance to win! http://club.live.com/home.aspx?icid=CLUB_hotmailtextlink ___ 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.
Re: [MOSAIC] Dyslexia
Read OVERCOMING DYSLEXIA by Sally Shaywitz for a complete history, explanation and description of dyslexia which also includes information on assessment and teaching. Dyslexia is a language processing disability that is neurologically based in the part of the brain which allows for phonlogical processing. As such, people with dyslexia can be taught to read through a multisensory approach to "recircut" the neural waves to process the connections between speech sounds and the written symbols that represent those sounds. Intervention Central is an excellent resource as is the INTERNATIONAL DYSLEXIA ASSOCIATION. LDONLINE and SCHWAB LEARNING are excellent web based resources. Shelley Levy >-Original Message- >From: Kathleen Ernewein [mailto:[EMAIL PROTECTED] >Sent: Sunday, August 12, 2007 09:13 AM >To: mosaic@literacyworkshop.org >Subject: [MOSAIC] Dyslexia > >Hello Everyone > > > >I was hoping for some input in the area of dyslexia. While I now that it is >not my job as a teacher to diagnose students, I have noticed children that >read d's as b's and q's as p's. I would never come right out and claim that >these students are in fact dyslexic, but I would like to help them in anyway >that I can. How does dyslexia affect Comprehension? What strategies work best >in helping students that may suffer from this condition? I am looking for >activities that would be useful at the early elementary level. > > > >Kathleen Ernewein > >WSU Student >___ >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.
Re: [MOSAIC] Dyslexia
I am looking for activities > that would be useful at the early elementary level. I believe that our responses were on topic, as I believe we are saying that reversals in early elementary are not generally indicative of dyslexia. Lori On 8/12/07 10:17 AM, "Mary Kaleta" <[EMAIL PROTECTED]> wrote: > I think the question was ... > > How does dyslexia affect Comprehension? What strategies work best in helping > students that may suffer from this condition? I am looking for activities > that would be useful at the early elementary level. Kathleen Ernewein >> >> WSU Student > > > I have found that with older students it does affect comprehension quite a > bit. These dylexic students struggled with word recognition and therefore do > not get much meaning from the text. I have also found that reversals do not > seem to affect comprehension much. When working with these students you must > teach using as many modalities as you can. You teach to the students > strength be it visual, auditory or tactile. Working one on one or in a small > group helps these students too. My experience is that not too many students > are labeled dyslexic for many reasons and usually not in the early grades. > But there are programs, such as Orton-Gillingham, that seem to help these > students. > > Mary IL/sped/8 > > _ > Booking a flight? Know when to buy with airfare predictions on MSN Travel. > http://travel.msn.com/Articles/aboutfarecast.aspx&ocid=T001MSN25A07001 > > > ___ > 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. > -- Lori Jackson District Literacy Coach & Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute July 17-20. 2008 Tucson, Arizona ___ 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.
Re: [MOSAIC] Dyslexia
I think the question was ... How does dyslexia affect Comprehension? What strategies work best in helping students that may suffer from this condition? I am looking for activities that would be useful at the early elementary level. Kathleen Ernewein > >WSU Student I have found that with older students it does affect comprehension quite a bit. These dylexic students struggled with word recognition and therefore do not get much meaning from the text. I have also found that reversals do not seem to affect comprehension much. When working with these students you must teach using as many modalities as you can. You teach to the students strength be it visual, auditory or tactile. Working one on one or in a small group helps these students too. My experience is that not too many students are labeled dyslexic for many reasons and usually not in the early grades. But there are programs, such as Orton-Gillingham, that seem to help these students. Mary IL/sped/8 _ Booking a flight? Know when to buy with airfare predictions on MSN Travel. http://travel.msn.com/Articles/aboutfarecast.aspx&ocid=T001MSN25A07001 ___ 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.
Re: [MOSAIC] Dyslexia
Kathleen, There is a book called Overcoming Dyslexia that is very good. The author is Sally Shayvitz. I agree with the other posters. Letter reversals are very common. They do not always and in most cases do not indicate dyslexia. In most cases the reversals stop between 2nd and 3rd grade. Michelle On Aug 12, 2007, at 6:13 AM, Kathleen Ernewein wrote: > Hello Everyone > > > > I was hoping for some input in the area of dyslexia. While I now > that it is not my job as a teacher to diagnose students, I have > noticed children that read d's as b's and q's as p's. I would > never come right out and claim that these students are in fact > dyslexic, but I would like to help them in anyway that I can. How > does dyslexia affect Comprehension? What strategies work best in > helping students that may suffer from this condition? I am looking > for activities that would be useful at the early elementary level. > > > > Kathleen Ernewein > > WSU Student > ___ > 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.
Re: [MOSAIC] Dyslexia
I've done it with a chair. Also effective. It is important when talking with parents of these young children, who often raise the concern regarding reversals, to acknowledge their concerns. Elisa is so right about responding to parental concern without undo panic and Renee has a great idea to show parents how natural it is for young children to the p-b-q-d thing. Letting them know it is not uncommon, is age appropriate and that you are aware of the reversals and willing to address them is important. Lori On 8/12/07 9:04 AM, "Renee" <[EMAIL PROTECTED]> wrote: > > On Aug 12, 2007, at 6:13 AM, Kathleen Ernewein wrote: >> >> .., I have noticed children that read d's as b's and q's as p's. >> I would never come right out and claim that these students are in fact >> dyslexic, but I would like to help them in anyway that I can. > > Hi Kathleen, > > Reversing letters is very common and natural until somewhere around > third grade. When parents ask, I do this: I stand their child up in > front of them, facing one side. I say, "Here is your child." Then I > turn the child around facing the other way and say, "Look! It's still > your child!" and then I explain that for some children they may just > not be seeing the difference yet between facing one way and facing > another way. > > Makes sense to me, anyhow! > Renee > > "And in the end, the love you take is equal to the love you make." > ~ John Lennon / Paul McCartney ~ Carry That Weight > > > > ___ > 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. > -- Lori Jackson District Literacy Coach & Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute July 17-20. 2008 Tucson, Arizona ___ 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.
Re: [MOSAIC] Dyslexia
On Aug 12, 2007, at 6:13 AM, Kathleen Ernewein wrote: > > .., I have noticed children that read d's as b's and q's as p's. > I would never come right out and claim that these students are in fact > dyslexic, but I would like to help them in anyway that I can. Hi Kathleen, Reversing letters is very common and natural until somewhere around third grade. When parents ask, I do this: I stand their child up in front of them, facing one side. I say, "Here is your child." Then I turn the child around facing the other way and say, "Look! It's still your child!" and then I explain that for some children they may just not be seeing the difference yet between facing one way and facing another way. Makes sense to me, anyhow! Renee "And in the end, the love you take is equal to the love you make." ~ John Lennon / Paul McCartney ~ Carry That Weight ___ 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.
Re: [MOSAIC] Dyslexia
Something else I try with my kids is to see if they can identify that their letter is written backwards. I do this by pointing to the correct letter on an alphabet chart on their desk or by writing the letter myself on a piece of paper. If they can tell the difference and/or fix it then I don't worry about it any further and know that it will correct itself later on. To be quite honest, because I know it's age appropriate, I primarily give this prompt when a parent is concerned about this and then usually with the parent present so they can see that it's OK. Sometimes, I just suggest that they try this at home with their child. Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada Reversals are considered age appropriate until 9. Don't worry too much. I generally just used a cue like, "Something's walking backwards..." Lori > Hello Everyone > > > > I was hoping for some input in the area of dyslexia. While I now that it is > not my job as a teacher to diagnose students, I have noticed children that > read d's as b's and q's as p's. I would never come right out and claim that > these students are in fact dyslexic, but I would like to help them in anyway > that I can. How does dyslexia affect Comprehension? What strategies work best > in helping students that may suffer from this condition? I am looking for > activities that would be useful at the early elementary level. > > > > Kathleen Ernewein > > WSU Student > ___ > 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. > -- Lori Jackson District Literacy Coach & Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute July 17-20. 2008 Tucson, Arizona ___ 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.
Re: [MOSAIC] Dyslexia
Reversals are considered age appropriate until 9. Don't worry too much. I generally just used a cue like, "Something's walking backwards..." If your students are older, perhaps you should be more concerned and others with more knowledge about Dyslexia can take on that issue. Lori On 8/12/07 7:13 AM, "Kathleen Ernewein" <[EMAIL PROTECTED]> wrote: > Hello Everyone > > > > I was hoping for some input in the area of dyslexia. While I now that it is > not my job as a teacher to diagnose students, I have noticed children that > read d's as b's and q's as p's. I would never come right out and claim that > these students are in fact dyslexic, but I would like to help them in anyway > that I can. How does dyslexia affect Comprehension? What strategies work best > in helping students that may suffer from this condition? I am looking for > activities that would be useful at the early elementary level. > > > > Kathleen Ernewein > > WSU Student > ___ > 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. > -- Lori Jackson District Literacy Coach & Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute July 17-20. 2008 Tucson, Arizona ___ 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.
Re: [MOSAIC] Dyslexia
Kathleen, Dyslexia seems to be a term with as many definitions as people who use it. In some school districts, the word is almost tabu. Letter reversals can be developmental and are not always a predictor of reading problems, especially depending on the age of the reader. I recommend reading to get some more background on dyslexia. LDonline (learning disabilities online) has some interesting information. I also recommend reading.org (International Reading Association). There are many, many other sources. There is also the work of Bennett and Sally Shaywitz (Yale) involving brain research on the actual brain pathways used by able readers compared to those that struggle with reading. Over time, I have found that there is much conflicting information and research and I think each of us has to come to our own understanding. Cathy K-1 Title I Reading ** Get a sneak peek of the all-new AOL at http://discover.aol.com/memed/aolcom30tour ___ 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] Dyslexia
Hello Everyone I was hoping for some input in the area of dyslexia. While I now that it is not my job as a teacher to diagnose students, I have noticed children that read d's as b's and q's as p's. I would never come right out and claim that these students are in fact dyslexic, but I would like to help them in anyway that I can. How does dyslexia affect Comprehension? What strategies work best in helping students that may suffer from this condition? I am looking for activities that would be useful at the early elementary level. Kathleen Ernewein WSU Student ___ 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.
