Ever on the quest for new and exciting websites here are a few dandies to take a look at:
First up is http://www.sheppardsoftware.com/African_Geography.htm. This website was discovered by our dear friend, Robbie James, formerly of the C/SE ABLE Resource Center. Take a look at this site - U.S. and world geography, animals, nutrition, videos, games - right on target with multisensory instruction.
Next, stop by www.headstrongnation.org and watch an amazing video about one man's struggle with dyslexia and how he turned it into a way to serve his community.
This next video is excellent because it gives a very clear definition of dyslexia and takes you inside schools where the Orton-Gillingham method is successfully employed:
www.thinkbright.org/dyslexia/about/default.asp
This final site has quick snippets of videos - the best one (I think) is the 16 minute video of David Chalk discussing what it was like to grow up with undiagnosed dyslexia and the impact of the diagnosis in his early forties: http://www.knowledgenetwork.ca/dyslexia/base_loader.html
Take a moment, after viewing these websites/videos and give us some feedback - what did you think? What did you learn? What difference will it make in your classroom, life, workplace, if any?
Have a great weekend, folks!
mb
Friday, November 14, 2008
Monday, November 10, 2008
On this sunny Monday...
let's discuss the second principle of instruction in the Orton-Gillingham method: Systematic and Cumulative.
From Clinical Studies of Multisensory Structured Language Education for Students with Dyslexia and Related Disorders: "Multisensory language instruction requires that the organization of material follows the logical order of the language.
The sequence must begin with the easiest and most basic elements and progress methodically to more difficult material.
Each step must also be based on those already learned. Concepts taught must be systematically reviewed to strengthen memory."
Yesterday I met with tutors that work in our Tutoring Center. We were discussing Direct Instruction and the importance of modeling behavior, specifically problem-solving strategies. I selected a word on a poster (Robinson) and modeled how I would help a student dissect that word. I began by asking the "student" if she knew the word - nicely she determined that she did not (so that made me demo much more believable!). I said, "If it was me, and trying to read a word I didn't know, the first thing I would do is name all of the letters." Then I selected a different word and named those letters. I asked the student to now, if possible, name the letters in our word, Robinson. From there I modeled making the sounds of the letters and then connecting the sounds to determine the word and had her do the same with our word.
That scaffolding technique - building on what is already known - is the main way to move information from working memory to long term memory.
Next week we'll look at Direct Instruction and maybe Diagnostic Teaching. Enjoy your students this week! Remember, create success!
From Clinical Studies of Multisensory Structured Language Education for Students with Dyslexia and Related Disorders: "Multisensory language instruction requires that the organization of material follows the logical order of the language.
The sequence must begin with the easiest and most basic elements and progress methodically to more difficult material.
Each step must also be based on those already learned. Concepts taught must be systematically reviewed to strengthen memory."
Yesterday I met with tutors that work in our Tutoring Center. We were discussing Direct Instruction and the importance of modeling behavior, specifically problem-solving strategies. I selected a word on a poster (Robinson) and modeled how I would help a student dissect that word. I began by asking the "student" if she knew the word - nicely she determined that she did not (so that made me demo much more believable!). I said, "If it was me, and trying to read a word I didn't know, the first thing I would do is name all of the letters." Then I selected a different word and named those letters. I asked the student to now, if possible, name the letters in our word, Robinson. From there I modeled making the sounds of the letters and then connecting the sounds to determine the word and had her do the same with our word.
That scaffolding technique - building on what is already known - is the main way to move information from working memory to long term memory.
Next week we'll look at Direct Instruction and maybe Diagnostic Teaching. Enjoy your students this week! Remember, create success!
Monday, October 27, 2008
Correction!
Previously, I posted a link to NIFL that I though allowed you to participate in the LD discussion list - but the link is incorrect!
Here is the correct link to register for the LD discussion list:
http://nifl.gov/mailman/listinfo/learningdisabilities
Thanks!
Here is the correct link to register for the LD discussion list:
http://nifl.gov/mailman/listinfo/learningdisabilities
Thanks!
Monday, October 13, 2008
Coping with Dyslexia
Last week I promised to discuss ways to work with dyslexic readers, briefly mentioning Orton-Gillingham (O-G) methods. I also referred to a NIFL listserv that specifically addresses learning disabilities - learningdisabilities@nifl.gov and the great discussion happening over there.
Well! The discussion has circled around the argument between a lack of empirical evidence vs. anticdotal accounts of the effectiveness of O-G. Let me give you a brief definition of O-G, the first of five Principles of Instruction, and resources. We'll come back to the argument and my thoughts at the end.
This information is from "Clinical Studies of Multisensory Structured Language Education for Students with Dyslexia and Related Disorders" published by Internaitonal Multisensory Structured Language Education Council (IMSLEC):
"Orton-Gillingham and/or Multisensory Structured Language Approaches: The principles of instruction and content of a multisensory structured language program are essential for effective teaching methodologies. The International Dyslexia Association (IDA) actively promotes effective teaching approaches and related clinical educaitonal intervention strategies for people with dyslexia."
Remember from our discussion last week that the basic definition of dyslexia is an inability to distinguish between sounds like /b/ and /d/ and to identfy those sounds with appropriate letters. One reader contributed this information: "Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction."
So - decoding problems, inability to differentiate sounds, and is a neurological issue.
What's a person to do?
Always begin with explicit instruction:
1. Identify what you want your student to learn.
2. Tell you student how to do it.
3. Show how to do it - model what you want your student to do.
4. Guide their application of new learning.
O-G/Multisensory breaks reading into 6 segments:
* Phonology and Phonological Awareness
* Sound-Symbol Association
* Syllable Instuction
* Morphology
* Syntax
* Semantics
O-G/Multisensory Principles of Instruction:
1. Simultaneous, Multisensory (VAKT): Teaching is done using all learning pathways in the brain (visual/auditory, kinesthetic-tactile) simultaneously in order to enhance memory and learning.
(to be discussed over the coming weeks:)
2. Systematic and Cumulative
3. Explicit Instruction
4. Diagnostic Teaching
5. Synthetic and Analytic Instruction
Let's take Principle #1 (VAKT) and apply it to the first reading segment: Phonology and Phonological Awareness.
A phoneme is the smallest unit of sound that can be recognized as being distinct from other sounds in the language. Phonological awareness is the understanding of the internal linguistic sturcture of words, thus an important part of phonological awareness is phonemic awareness: the ability to segment words into their components sounds.
How do we apply VAKT to phonemic awareness? O-G/Multisensory instructs us to use as many of the senses that we can during instruction/learning. Here are some examples (follwoing explicit instruction)
1. Tell your student what letters/sounds you'll be working on. "Karen, our goal today is to learn the vowels /a/ and /e/, that is, how they sound and what they look like. Ready?"
2. Draw the letter a (or use flashcards) and tell your student, "This is the letter "a." When you want to remember how the letter "a" sounds, remember this key word, "apple." The letter "a" makes the first sound heard in "apple." (Exaggerate a bit here on the first sound so as to distinguish it from the next sound.)
3. Model for your student how they will read the flashcard or draw the letter. "Okay, Karen, now its your turn. Watch how I do it: "a," apple, /a/. Now you try it, "a," apple, /a/."
4. Listen carefully as your student works on the phonemes. At this point, phonemes are about the sounds the letters make and that's what we want the student to become proficient in - identifying sounds.
Other ways to used VAKT:
* Let students draw letters in sand or rice while saying the name and making the sound of the letter.
* Use magnetic letters on a cookie tray
* Demonstrate hand movements to cue the student (circle your mouth with your index finger will making the long "o" sound).
This has been a long post!
I know I promised more on the Great O-G Debate, but I'll have to make that post later in the week.
In the mean time, please share whatever you use in your classrooms with your students! What is working and what is not? What other information can we get for you on LD?
Well! The discussion has circled around the argument between a lack of empirical evidence vs. anticdotal accounts of the effectiveness of O-G. Let me give you a brief definition of O-G, the first of five Principles of Instruction, and resources. We'll come back to the argument and my thoughts at the end.
This information is from "Clinical Studies of Multisensory Structured Language Education for Students with Dyslexia and Related Disorders" published by Internaitonal Multisensory Structured Language Education Council (IMSLEC):
"Orton-Gillingham and/or Multisensory Structured Language Approaches: The principles of instruction and content of a multisensory structured language program are essential for effective teaching methodologies. The International Dyslexia Association (IDA) actively promotes effective teaching approaches and related clinical educaitonal intervention strategies for people with dyslexia."
Remember from our discussion last week that the basic definition of dyslexia is an inability to distinguish between sounds like /b/ and /d/ and to identfy those sounds with appropriate letters. One reader contributed this information: "Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction."
So - decoding problems, inability to differentiate sounds, and is a neurological issue.
What's a person to do?
Always begin with explicit instruction:
1. Identify what you want your student to learn.
2. Tell you student how to do it.
3. Show how to do it - model what you want your student to do.
4. Guide their application of new learning.
O-G/Multisensory breaks reading into 6 segments:
* Phonology and Phonological Awareness
* Sound-Symbol Association
* Syllable Instuction
* Morphology
* Syntax
* Semantics
O-G/Multisensory Principles of Instruction:
1. Simultaneous, Multisensory (VAKT): Teaching is done using all learning pathways in the brain (visual/auditory, kinesthetic-tactile) simultaneously in order to enhance memory and learning.
(to be discussed over the coming weeks:)
2. Systematic and Cumulative
3. Explicit Instruction
4. Diagnostic Teaching
5. Synthetic and Analytic Instruction
Let's take Principle #1 (VAKT) and apply it to the first reading segment: Phonology and Phonological Awareness.
A phoneme is the smallest unit of sound that can be recognized as being distinct from other sounds in the language. Phonological awareness is the understanding of the internal linguistic sturcture of words, thus an important part of phonological awareness is phonemic awareness: the ability to segment words into their components sounds.
How do we apply VAKT to phonemic awareness? O-G/Multisensory instructs us to use as many of the senses that we can during instruction/learning. Here are some examples (follwoing explicit instruction)
1. Tell your student what letters/sounds you'll be working on. "Karen, our goal today is to learn the vowels /a/ and /e/, that is, how they sound and what they look like. Ready?"
2. Draw the letter a (or use flashcards) and tell your student, "This is the letter "a." When you want to remember how the letter "a" sounds, remember this key word, "apple." The letter "a" makes the first sound heard in "apple." (Exaggerate a bit here on the first sound so as to distinguish it from the next sound.)
3. Model for your student how they will read the flashcard or draw the letter. "Okay, Karen, now its your turn. Watch how I do it: "a," apple, /a/. Now you try it, "a," apple, /a/."
4. Listen carefully as your student works on the phonemes. At this point, phonemes are about the sounds the letters make and that's what we want the student to become proficient in - identifying sounds.
Other ways to used VAKT:
* Let students draw letters in sand or rice while saying the name and making the sound of the letter.
* Use magnetic letters on a cookie tray
* Demonstrate hand movements to cue the student (circle your mouth with your index finger will making the long "o" sound).
This has been a long post!
I know I promised more on the Great O-G Debate, but I'll have to make that post later in the week.
In the mean time, please share whatever you use in your classrooms with your students! What is working and what is not? What other information can we get for you on LD?
Monday, October 6, 2008
Dyslexia - Definitions
I just saw the date of my last post - January, 2008. Yikes! Its now October, 2008 - I would say, "Where does the time go?" but we all know exactly where it goes!
Have you ever participated in the NIFL listservs? Currently I subscribe to the one on learning disabilities (learningdisabilities@nifl.gov) and there was a fantastic discussion regarding dyslexia. Here's a snippet of the conversation defining dyslexia:
"People form a "representation" of a word when the sound of the word matches a visual symbol---in a non-impaired reader this happens on the left side of the brain in the temporal lobe, or more or less on the side of the head around the ear and going towards the back, where the visual images are stored in the occipital lobe. This is the most common form of dyslexia. The dyslexic reader has trouble identifying sounds to match the symbols, that is, the sounds themselves can be heard but not the differences between them--"b" and "d" for example. This is a partial description of dyslexia--one type, and I think the most common type."
Isn't that a great description?
I highly recommend watching these videos:
www.thinkbright.org/dyslexia/about/default.asp (this one is hosted by Bruce Jenner and gives excellent details about dyslexia and programs used to help learners master reading; its about 45 minutes)
www.knowledgenetwork.ca/dyslexia/base_loader.html (this site has brief snippets of information; be sure to watch the video with Dave Chalk [16 min.] - he was diagnosed with dyslexia at 40, quite an amazing story...)
Next week we'll look at some options for helping students with dyslexia (think Orton Gillingham).
In the mean time, feel free to comment on this post (or any post for that matter). Its important that we share our experiences and research to continually improve not only our own understanding but the information we share with our educators and students.
Have a great week!
mb
Have you ever participated in the NIFL listservs? Currently I subscribe to the one on learning disabilities (learningdisabilities@nifl.gov) and there was a fantastic discussion regarding dyslexia. Here's a snippet of the conversation defining dyslexia:
"People form a "representation" of a word when the sound of the word matches a visual symbol---in a non-impaired reader this happens on the left side of the brain in the temporal lobe, or more or less on the side of the head around the ear and going towards the back, where the visual images are stored in the occipital lobe. This is the most common form of dyslexia. The dyslexic reader has trouble identifying sounds to match the symbols, that is, the sounds themselves can be heard but not the differences between them--"b" and "d" for example. This is a partial description of dyslexia--one type, and I think the most common type."
Isn't that a great description?
I highly recommend watching these videos:
www.thinkbright.org/dyslexia/about/default.asp (this one is hosted by Bruce Jenner and gives excellent details about dyslexia and programs used to help learners master reading; its about 45 minutes)
www.knowledgenetwork.ca/dyslexia/base_loader.html (this site has brief snippets of information; be sure to watch the video with Dave Chalk [16 min.] - he was diagnosed with dyslexia at 40, quite an amazing story...)
Next week we'll look at some options for helping students with dyslexia (think Orton Gillingham).
In the mean time, feel free to comment on this post (or any post for that matter). Its important that we share our experiences and research to continually improve not only our own understanding but the information we share with our educators and students.
Have a great week!
mb
Friday, January 11, 2008
Three Good Things That Happened Today
First, of course, Happy New Year! In the world of education our "new year" really begins in August/September: we feel renewed, refreshed, resolved! January finds us catching our second wind and a glimmer of that proverbial light at the end of the tunnel.
A dear friend of mine has started off 2008 determined to focus on positive events in his life. Encouraged by a listserve he subscribes to, he ends each day by writing down three good things that happened during the day. The author of the listserve indicated that doing this exercise would result in greater optimism. I asked him if he'd experienced "greater optimism."
After a thoughtful pause he replied that in the beginning he had several exciting things to write on his list. We had just come through the holidays and his outlook was quite positive. After several days, he began to notice that he had to "dig a little deeper" to classify something as "good." He realized that the good things happening were not always big events, but rather modest events that only he could truly appreciate. For example, he received a phone call and during the conversation the caller paid him a small but significant compliment. It made the list that day. So? Was this list-thing creating "greater optimism?" He said, "I experience improved motivation and less resistance to getting things done that I want to get done." Quite an endorsement!
Consider our students. For many of them, success in the world of education has been quite limited, especially if they have a learning difficulty or disability. Teaching students to recognize the good things happening during their learning may improve their motiviation and break down resistance to trying new things.
Use part of each lesson to review skills that have been solidly learned. Now they're starting from a perspective of strength and not weakness. Explain how these skills relate to what you're introducing next. By doing so, you are assuring the learners that they do have the skills and knowledge to move to the next step. It sets them up for success!
Students will experience giant leaps as well as tiny steps as they attend classes. Its easy to recognize the big "aha" moments! Eyes light up, small smiles appear, shoulders relax - they get it! Wow! The smaller moments - remembering to capitalize the first word in a sentence, for example, may not register in their conscious mind. But it is equally important as the big "aha"! It demonstrates that attention to detail, consistent work and drills have paid off. It is no longer a cognitive skill, it has become an associative skill.
Call attention to the small successes! You may think the students see them, but often they don't. They are too busy focusing on what they don't know or what they didn't get right or what they have yet to learn.
On my list of three today: an unexpected box of chocolates given as a token of appreciation.
What will make it on your list today?
A dear friend of mine has started off 2008 determined to focus on positive events in his life. Encouraged by a listserve he subscribes to, he ends each day by writing down three good things that happened during the day. The author of the listserve indicated that doing this exercise would result in greater optimism. I asked him if he'd experienced "greater optimism."
After a thoughtful pause he replied that in the beginning he had several exciting things to write on his list. We had just come through the holidays and his outlook was quite positive. After several days, he began to notice that he had to "dig a little deeper" to classify something as "good." He realized that the good things happening were not always big events, but rather modest events that only he could truly appreciate. For example, he received a phone call and during the conversation the caller paid him a small but significant compliment. It made the list that day. So? Was this list-thing creating "greater optimism?" He said, "I experience improved motivation and less resistance to getting things done that I want to get done." Quite an endorsement!
Consider our students. For many of them, success in the world of education has been quite limited, especially if they have a learning difficulty or disability. Teaching students to recognize the good things happening during their learning may improve their motiviation and break down resistance to trying new things.
Use part of each lesson to review skills that have been solidly learned. Now they're starting from a perspective of strength and not weakness. Explain how these skills relate to what you're introducing next. By doing so, you are assuring the learners that they do have the skills and knowledge to move to the next step. It sets them up for success!
Students will experience giant leaps as well as tiny steps as they attend classes. Its easy to recognize the big "aha" moments! Eyes light up, small smiles appear, shoulders relax - they get it! Wow! The smaller moments - remembering to capitalize the first word in a sentence, for example, may not register in their conscious mind. But it is equally important as the big "aha"! It demonstrates that attention to detail, consistent work and drills have paid off. It is no longer a cognitive skill, it has become an associative skill.
Call attention to the small successes! You may think the students see them, but often they don't. They are too busy focusing on what they don't know or what they didn't get right or what they have yet to learn.
On my list of three today: an unexpected box of chocolates given as a token of appreciation.
What will make it on your list today?
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