"I think that if you are not good at conventional work at school, you were made to feel stupid."
"I believe I am good at other things and I only discovered that once I left school."
"I believe I am good at other things and I only discovered that once I left school."
"There was no such thing called dyslexia. You were called it slow or ret**ded or whatever."
"What you can never change is the effect that the words 'dumb' and 'stupid', have on young people."
"What you can never change is the effect that the words 'dumb' and 'stupid', have on young people."
He wishes that he was diagnosed before 2007:
"I wish I had somebody helping me to understand that there were many others like me."
"I wish I had somebody in my life then that was really able to do an intervention and get me through those rough[school] years."
"I didn't want to put a Band-Aid on something. I want to figure out how to make it go away forever."
"I wish I had somebody helping me to understand that there were many others like me."
"I wish I had somebody in my life then that was really able to do an intervention and get me through those rough[school] years."
"I didn't want to put a Band-Aid on something. I want to figure out how to make it go away forever."
Learning disorders/diabilities
Specific learning disorders with impairment in reading, writing, and math are also known as: dyslexia, dysgraphia, and dyscalculia respectfully.
Dyslexia Links: |
Dysgraphia Links: |
Selective Mutism and anxiety |
Auditory Processing |
What works:
Orton Gillingham.
Orton and Gillingham had the following credentials: pathologist, psychologist, psychiatrist, neurologist, and master of English. They gathered knowledge of the English language and developed the best teaching method for those who have dyslexia. OG is not a program but a wealth of knowledge and approaches to best teach all students how to read, spell, and write (there is OG math, too).
What is the Orton-Gillingham Approach? | Academy of Orton-Gillingham Practitioners and Educators (ortonacademy.org)
About OG — OG Canada (ogtutors.com)
Orton–Gillingham: What You Need to Know | Reading Rockets
Orton-Gillingham Research | Understood
Orton-Gillingham Principles:
Personalized
Teaching begins with recognizing the differing needs of learners. While those with dyslexia share similarities, there are differences in their language needs. In addition, individuals with dyslexia may possess additional problems that complicate learning. Most common among these are attention deficit disorder (ADD) or attention deficit disorder with hyperactivity (ADHD).
Multisensory
It uses all the learning pathways: seeing, hearing, feeling, and awareness of motion, brought together by the thinking brain. The instructor engages in multisensory teaching to convey curricular content in the most understandable way to the student. The teacher also models how the student, by using these multiple pathways, can engage in multisensory learning that results in greater ease and success in learning.
Diagnostic and Prescriptive
An Orton-Gillingham lesson is both diagnostic and prescriptive. It is diagnostic in the sense that the instructor continuously monitors the verbal, nonverbal, and written responses of the student to identify and analyze both the student’s problems and progress. This information is the basis of planning the next lesson. That lesson is prescriptive in the sense that will contain instructional elements that focus upon the resolution of the student’s difficulties and that build upon the student’s progress noted in the previous lesson.
Direct Instruction
The teacher presentations employ lesson formats that ensure the student approaches the learning experience understanding what is to be learned, why it is to be learned, and how it is to be learned.
Systematic Phonics
It uses systematic phonics, stressing the alphabetic principle in the initial stages of reading development. It takes advantage of the sound/symbol relationships inherent in the alphabetic system of writing. Spoken words are made up of individual speech sounds, and the letters of written words graphically represent those speech sounds.
Applied Linguistics
It draws upon applied linguistics not only in the initial decoding and encoding stages of reading and writing but in more advanced stages dealing with syllabic, morphemic, syntactic, semantic, and grammatic structures of language and our writing system. At all times the Orton-Gillingham Approach involves the student in integrative practices that involve reading, spelling, and writing together.
Linguistic Competence
It increases linguistic competence by stressing language patterns that determine word order and sentence structure and the meaning of words and phrases. It moves beyond this to recognizing the various forms that characterize the common literary forms employed by writers.
Systematic and Structured
The teacher presents information in an ordered way that indicates the relationship between the material taught and past material taught. Curricular content unfolds in linguistically logical ways that facilitate student learning and progress.
Sequential, Incremental, and Cumulative
Step-by-step learners move from the simple, well-learned material to that which is more and more complex. They move from one step to the next as they master each level of language skills.
Continuous Feedback and Positive Reinforcement
The Approach provides for a close teacher-student relationship that builds self-confidence based on success.
Cognitive Approach
Students understand the reasons for what they are learning and for the learning strategies they are employing. Confidence grows as they gain in their ability to apply newly acquired knowledge about and knowledge how to develop their skills with reading, spelling, and writing.
Emotionally Sound
Students’ feelings about themselves and about learning are vital. Teaching is directed toward providing the experience of success. With success comes increased self-confidence and motivation.
Hawkin-2008-Foundations-for-literacy-an-eivdence-based-toolkit-for-the-effective-reading-and-writing-teacher.pdf (idaontario.com)
Orton and Gillingham had the following credentials: pathologist, psychologist, psychiatrist, neurologist, and master of English. They gathered knowledge of the English language and developed the best teaching method for those who have dyslexia. OG is not a program but a wealth of knowledge and approaches to best teach all students how to read, spell, and write (there is OG math, too).
What is the Orton-Gillingham Approach? | Academy of Orton-Gillingham Practitioners and Educators (ortonacademy.org)
About OG — OG Canada (ogtutors.com)
Orton–Gillingham: What You Need to Know | Reading Rockets
Orton-Gillingham Research | Understood
Orton-Gillingham Principles:
Personalized
Teaching begins with recognizing the differing needs of learners. While those with dyslexia share similarities, there are differences in their language needs. In addition, individuals with dyslexia may possess additional problems that complicate learning. Most common among these are attention deficit disorder (ADD) or attention deficit disorder with hyperactivity (ADHD).
Multisensory
It uses all the learning pathways: seeing, hearing, feeling, and awareness of motion, brought together by the thinking brain. The instructor engages in multisensory teaching to convey curricular content in the most understandable way to the student. The teacher also models how the student, by using these multiple pathways, can engage in multisensory learning that results in greater ease and success in learning.
Diagnostic and Prescriptive
An Orton-Gillingham lesson is both diagnostic and prescriptive. It is diagnostic in the sense that the instructor continuously monitors the verbal, nonverbal, and written responses of the student to identify and analyze both the student’s problems and progress. This information is the basis of planning the next lesson. That lesson is prescriptive in the sense that will contain instructional elements that focus upon the resolution of the student’s difficulties and that build upon the student’s progress noted in the previous lesson.
Direct Instruction
The teacher presentations employ lesson formats that ensure the student approaches the learning experience understanding what is to be learned, why it is to be learned, and how it is to be learned.
Systematic Phonics
It uses systematic phonics, stressing the alphabetic principle in the initial stages of reading development. It takes advantage of the sound/symbol relationships inherent in the alphabetic system of writing. Spoken words are made up of individual speech sounds, and the letters of written words graphically represent those speech sounds.
Applied Linguistics
It draws upon applied linguistics not only in the initial decoding and encoding stages of reading and writing but in more advanced stages dealing with syllabic, morphemic, syntactic, semantic, and grammatic structures of language and our writing system. At all times the Orton-Gillingham Approach involves the student in integrative practices that involve reading, spelling, and writing together.
Linguistic Competence
It increases linguistic competence by stressing language patterns that determine word order and sentence structure and the meaning of words and phrases. It moves beyond this to recognizing the various forms that characterize the common literary forms employed by writers.
Systematic and Structured
The teacher presents information in an ordered way that indicates the relationship between the material taught and past material taught. Curricular content unfolds in linguistically logical ways that facilitate student learning and progress.
Sequential, Incremental, and Cumulative
Step-by-step learners move from the simple, well-learned material to that which is more and more complex. They move from one step to the next as they master each level of language skills.
Continuous Feedback and Positive Reinforcement
The Approach provides for a close teacher-student relationship that builds self-confidence based on success.
Cognitive Approach
Students understand the reasons for what they are learning and for the learning strategies they are employing. Confidence grows as they gain in their ability to apply newly acquired knowledge about and knowledge how to develop their skills with reading, spelling, and writing.
Emotionally Sound
Students’ feelings about themselves and about learning are vital. Teaching is directed toward providing the experience of success. With success comes increased self-confidence and motivation.
Hawkin-2008-Foundations-for-literacy-an-eivdence-based-toolkit-for-the-effective-reading-and-writing-teacher.pdf (idaontario.com)
Consequences for no intervention:
Delayed interventions:
Approx. 74% will continue to struggle with reading
https://pediatrics.aappublications.org/content/107/Supplement_1/916
Inmate:
http://policeabc.ca/files/factsheets_englishPDFs/Literacy_factsheets_eng.pdf
https://www.researchgate.net/publication/12443331_Prevalence_of_dyslexia_among_Texas_prison_inmates
http://www.lexion.co.uk/download/references/dyslexiabehindbars.pdf
https://www.forbes.com/sites/leiladebruyne/2016/09/14/how-this-founder-gets-the-world-to-care-about-dyslexia/?sh=7779b7116507
PCAP:
https://www.cmec.ca/Publications/Lists/Publications/Attachments/381/PCAP-2016-Public-Report-EN.pdf
Provincial reading scores:
https://www.cmec.ca/Publications/Lists/Publications/Attachments/381/PCAP-2016-Public-Report-EN.pdf
https://www.cbc.ca/news/canada/manitoba/manitoba-students-worst-in-canada-in-math-science-and-reading-1.2789907
Dropout rates:
https://www150.statcan.gc.ca/n1/en/pub/75-006-x/2017001/article/14824-eng.pdf?st=ViMx1zEP
https://nces.ed.gov/pubs/dp95/97473-6.asp
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3529660/
Health:
https://abclifeliteracy.ca/health-literacy/
http://www.ldonline.org/article/19296
Early identification:
https://www.scilearn.com/2019-update-dyslexia-research/
https://osf.io/z4ryh/
https://www.jneurosci.org/content/39/9/1720
http://dyslexia.yale.edu/articles_directors/us-senate-help-committee-hearing/
https://www.jpeds.com/article/S0022-3476(15)00823-9/fulltext
https://www.ucdavis.edu/news/early-intervention-dyslexia-can-narrow-achievement-gap-uc-davis-study-says?id=11349
https://news.yale.edu/2015/11/03/closing-dyslexia-achievement-gap
http://dyslexia.yale.edu/advocacy/national-advocacy/science-of-dyslexia-hearing/
https://m.box.com/shared_item/https%3A%2F%2Fapp.box.com%2Fs%2Fmvuvhel6qaj8tghvu1nl75i0ndnlp0yz
https://www.psychiatry.org/File%20Library/Psychiatrists/Practice/DSM/APA_DSM-5-Specific-Learning-Disorder.pdf
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3855155/
Researchers at the University of Washington in Seattle are making strides understanding how dyslexic brains work. Developmental neuropsychologist Virginia Berninger, Ph.D., and neurophysicist Todd Richards, Ph.D., lead a team of researchers whose studies have shown that the brains of children with dyslexia work about five times harder than other children's brains when performing the same language task.
http://faculty.washington.edu/toddr/dyslexic.htm
IQ:
https://www.nih.gov/news-events/news-releases/nih-funded-study-finds-dyslexia-not-tied-iq
Approx. 74% will continue to struggle with reading
https://pediatrics.aappublications.org/content/107/Supplement_1/916
Inmate:
http://policeabc.ca/files/factsheets_englishPDFs/Literacy_factsheets_eng.pdf
https://www.researchgate.net/publication/12443331_Prevalence_of_dyslexia_among_Texas_prison_inmates
http://www.lexion.co.uk/download/references/dyslexiabehindbars.pdf
https://www.forbes.com/sites/leiladebruyne/2016/09/14/how-this-founder-gets-the-world-to-care-about-dyslexia/?sh=7779b7116507
PCAP:
https://www.cmec.ca/Publications/Lists/Publications/Attachments/381/PCAP-2016-Public-Report-EN.pdf
Provincial reading scores:
https://www.cmec.ca/Publications/Lists/Publications/Attachments/381/PCAP-2016-Public-Report-EN.pdf
https://www.cbc.ca/news/canada/manitoba/manitoba-students-worst-in-canada-in-math-science-and-reading-1.2789907
Dropout rates:
https://www150.statcan.gc.ca/n1/en/pub/75-006-x/2017001/article/14824-eng.pdf?st=ViMx1zEP
https://nces.ed.gov/pubs/dp95/97473-6.asp
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3529660/
Health:
https://abclifeliteracy.ca/health-literacy/
http://www.ldonline.org/article/19296
Early identification:
https://www.scilearn.com/2019-update-dyslexia-research/
https://osf.io/z4ryh/
https://www.jneurosci.org/content/39/9/1720
http://dyslexia.yale.edu/articles_directors/us-senate-help-committee-hearing/
https://www.jpeds.com/article/S0022-3476(15)00823-9/fulltext
https://www.ucdavis.edu/news/early-intervention-dyslexia-can-narrow-achievement-gap-uc-davis-study-says?id=11349
https://news.yale.edu/2015/11/03/closing-dyslexia-achievement-gap
http://dyslexia.yale.edu/advocacy/national-advocacy/science-of-dyslexia-hearing/
https://m.box.com/shared_item/https%3A%2F%2Fapp.box.com%2Fs%2Fmvuvhel6qaj8tghvu1nl75i0ndnlp0yz
https://www.psychiatry.org/File%20Library/Psychiatrists/Practice/DSM/APA_DSM-5-Specific-Learning-Disorder.pdf
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3855155/
Researchers at the University of Washington in Seattle are making strides understanding how dyslexic brains work. Developmental neuropsychologist Virginia Berninger, Ph.D., and neurophysicist Todd Richards, Ph.D., lead a team of researchers whose studies have shown that the brains of children with dyslexia work about five times harder than other children's brains when performing the same language task.
http://faculty.washington.edu/toddr/dyslexic.htm
IQ:
https://www.nih.gov/news-events/news-releases/nih-funded-study-finds-dyslexia-not-tied-iq
Reading Recovery is not for those who have LDs:
I am concerned about the fact that it is proven that Reading Recovery has negative impacts on students, the conflicts of interests for RR board members and RR training group president, and for the fact I have been told by several Reading Recovery teachers that dyslexia does not exist.
https://www.apmreports.org/story/2022/04/23/reading-recovery-negative-impact-on-children
https://rrcanada.org/about-cirr/
https://readingrecovery.org/rrcna/about-rrcna-2/?tmpl=component
https://www.ohrc.on.ca/en/right-to-read-inquiry-report
https://youtu.be/Lxx7hs0qdKQ
Solutions:
https://www.apmreports.org/story/2022/04/23/reading-recovery-negative-impact-on-children
https://rrcanada.org/about-cirr/
https://readingrecovery.org/rrcna/about-rrcna-2/?tmpl=component
https://www.ohrc.on.ca/en/right-to-read-inquiry-report
https://youtu.be/Lxx7hs0qdKQ
Solutions:
https://sbptsdstor.blob.core.windows.net/media/Default/medialib/literacy-standards-brochure.4ffc2a9588.pdf
Manitoba Education ELA Curriculum
English Language Arts Curriculum Framework: A Living Document (gov.mb.ca)
https://sbptsdstor.blob.core.windows.net/media/Default/medialib/literacy-standards-brochure.4ffc2a9588.pdf
https://sbptsdstor.blob.core.windows.net/media/Default/medialib/literacy-standards-brochure.4ffc2a9588.pdf