DOCSLIB.ORG

NEWSLETTER 17 Learning Ally February 2012 18 Scholarship Opportunities 21 Board Members and Advisory Council 22 Calendar of Events 23 Advertisements

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
NEWSLETTER 17 Learning Ally February 2012 18 Scholarship Opportunities 21 Board Members and Advisory Council 22 Calendar of Events 23 Advertisements TABLE OF CONTENTS 1 Legislative Update 2 Letter from the President 4 Dyslexia Recognized Through Team Effort 5 How an Ohio Dyslexia Law was Born 6 Keynote Speaker Gordon Sherman: Online Interview from SchwabLearning.org 8 Who are We? 8 Active Student Engagement 9 Dyslexia Dash Rewards Runners of All Northern Ohio Branch Abilities & Speeds Formerly The Orton Dyslexia Society 16 Dyslexia Rally III 16 Walk in the Shoes of a Dyslexic: A Simulation 17 Branch Spotlight: New Executive Assistant, Nicole Herron NEWSLETTER 17 Learning Ally February 2012 18 Scholarship Opportunities 21 Board Members and Advisory Council 22 Calendar of Events 23 Advertisements House Bill 96 (Celeste - D & Legislative Update Brenner - R) by Charlotte Andrist, Central Ohio Branch of the International Dyslexia Association (COBIDA) President This law will: House Bills (HB) 96 and 157 were unanimously passed by the Ohio Senate with a 1) place the IDA definition of dyslexia subsequent unanimous concurrence vote in the Ohio House during a late night, end directly into Ohio the Ohio Revised of the year Statehouse session on December 14. Both bills were signed into law by Code. Although the term “dyslexia” is Governor Kasich on December 21. currently listed as a specific learning disability within the 2008 Ohio Special Education Operating Standards, Ohio law does not contain a definition of dyslexia; and 2) begin a 3-year pilot program for the early identification and remediation of students at-risk for dyslexia and other phonologically based reading disorders. HB 157 (Schuring - R & Let- son - D) This law will: 1) define a dyslexia specialist as someone who has achieved training consistent with the Level II IDA Knowledge and Practice Standards; and Governor Kasich signs the Ohio Dylexia Law surrounded by legislators, members of the Ohio branches of IDA, and other supporters. Continued on page 3 1 With financial health intact, IDA can We will be at the Bertram Inn in Aurora off to a wonderful start that will be Have a wonderful and Letter from The President focus upon its strategic plan. One of the for another outstanding program. I have complemented by break-out sessions productive 2012, major initiatives at national headquarters had several opportunities to talk with our throughout the day. Grab a colleague, By Larry Orrach, M.Ed., President of begin to experience difficulties and is increased membership among parents keynote speaker, Gordon Sherman. I am friend, or someone you know who is Larry Orrach NOBIDA frustration. The second law, H.B. 157, of children with dyslexia. To invite more fascinated and awed by his intelligence affected by dyslexia and bring them to promotes professional development for parents to join IDA, annual membership and vision. Having heard him speak at this truly important event. Greetings, teachers in Ohio, to better equip them fees for parents have been lowered recent national conferences, I know to teach reading to students who have to only $45 per year. As a benefit of he will get this year’s symposium Happy New Year and welcome to 2012. dyslexia and other reading problems. membership, IDA’s website has a unique I trust you had an enjoyable holiday Through programs sponsored by state section for parents. At the 2012 national season and you are looking forward to Educational Service Centers or school conference in Baltimore, IDA will host its another year of progress in our efforts for districts, teachers will be exposed to first parent-focused conference. Look for universal literacy. the research based practices that are education, networking, and socialization Legislative Update effective for helping all children learn opportunities. Please share the news This past year, 2011, was a watershed to read, especially those children who of the reduced membership fee and Continued from page 1 year for efforts to improve reading struggle with the teaching methods increased benefits with parents you instruction and achievement for students presently used in many schools. know who would be interested. 2) give Educational Service Centers in Ohio. Two bills moved through the (Ohio’s statewide network of inservice legislature and were signed by the Another effort to improve reading IDA and NOBIDA will focus on training facilities) and other educational governor just before the end of the year. instruction began last year in Ohio. professional development for educators institutions permissive authority to hire a Many thanks go to Stephanie Gordon, Working with representatives from as required by H.B. 157. Workshops dyslexia specialist to provide professional Rebecca Tolson, and Pam Kanfer from the three Ohio Branches of IDA and will bring the new IDA Knowledge development in dyslexia for Ohio NOBIDA, who spearheaded this effort several state universities, the Ohio and Practice Standards to classrooms teachers grades K-4. Left to right: Legislators responsible for the passage of the dyslexia law: Reps. Ted Celeste, Andrew along with representatives from the Board of Regents is seeking to infuse across Ohio. To ensure uniform quality, Brenner, Kirk Schuring, and Tom Letson Central Ohio and Ohio Valley branches. standards from the recently developed representatives from the three Ohio IDA Thank you, Representatives Ted Celeste Thanks are also extended to the many IDA Knowledge and Practice Standards branches will meet to develop a syllabus and Andrew Brenner!!! signed petitions. To learn more about these bills, go to people who drove to Columbus to into a preservice teacher education to guide the professional development. these links: provide testimony to the legislature program. These standards will guide The legislation requires that workshops Thank you, Representatives Kirk Shuring Thanks to those who wrote and sent highlighting the need to provide help to university teacher education programs be delivered by competent instructors and Tom Letson!!! their “stories” to the legislators. HB 96 (Celeste - D & Brenner - R) children across Ohio who struggle to to prepare teachers to use the practices who are dyslexia specialists. A workshop learn to read. that research has shown are effective for school administrators is also being Thanks to your aides who so patiently Thanks to those who attended the House Vote: www.ohiochannel.org/ for teaching children to read. The developed so that school leaders advised us, directed us, and kept us on Rallies. MediaLibrary/Media.aspx?fileId=131130 The first law, H.B. 96, places Dyslexia Board of Regents will use the revised understand the standards and can guide course! &startTime=1299&autoStart=True in the Ohio statutes and establishes teacher education standards when it their teachers toward improvements in Thanks to all Ohioans who contacted dyslexia as a qualification for special reviews teacher preparation programs teaching reading. Thank you for taking on the task of their legislators concerning dyslexia and Senate Vote: www.ohiochannel.org/ education services. Finally, in Ohio, at the state universities. Again, thanks pushing....advocating....supporting advocated for the support of these two MediaLibrary/Media.aspx?fileId=133922 we have official recognition of the go to Stephanie Gordon, Pam Kanfer, A new fund-raising event was initiated dyslexia legislation in the House and bills. Without your voice the passage of &startTime=2012&autoStart=True major cause of reading problems MaryHeather Munger, and Rebecca by NOBIDA in October at Lawrence the Senate. You went beyond the call of these bills would not have occurred!!! for children. The law sets up a pilot Tolson for their leadership with this School. Under the direction of Courtney duty!!! House Concurrence Vote: www. project to demonstrate and evaluate initiative. Baker and Mary Jo O’Neill, the first Thanks to the Executive Committee of ohiochannel.org/MediaLibrary/Media.asp the effectiveness of an early reading annual NOBIDA Dyslexia Dash was Thanks to the members of the House the Ohio Dyslexia Group for the many x?fileId=133924&startTime=5867&auto assistance program for children with This year, 2012, promises to be filled held. Most importantly, the Dash, along and Senate Education Committees meetings, conference calls, trips to Start=True dyslexia. The partnership includes with many more important steps for IDA with our annual simulation program led who listened to the testimonials from Columbus, and time spent planning the the Ohio Library Council, the state and NOBIDA. First, I am happy to report by Ellen Brick, “Walk in the Shoes of professionals, parents, students, and strategy, gathering testimony, and calling HB 157 (Schuring - R & Letson - D) Superintendent, the International that the IDA national office, after several a Dyslexic,” was part of our Dyslexia adults with dyslexia. witnesses! Dyslexia Association or any other difficult financial years, had a positive Awareness campaign for October. House Vote: www.ohiochannel.org/ nationally recognized organization budget balance last year. Fundraising About a hundred runners shared in the And....after listening...you took action On behalf of people with dyslexia, their MediaLibrary/Media.aspx?fileId=131673 that specializes in issues surrounding efforts have produced very positive promotion of dyslexia awareness as they and passed both H.B. 96 and 157 families, and all who support them, Thank &startTime=9547&autoStart=True dyslexia, and will develop an early results. Very strong attendance at this raced through the communities around unanimously! You!!! screening procedure for pre-school aged
Load more

Recommended publications
  • Resources on Dyslexia and Learning Disabilities
    Resources on Dyslexia and Learning Disabilities Looking for ways to help children with dyslexia and other learning disabilities (LD) improve their reading skills? These resources offer information, advice and support. WHAT IS DYSLEXIA? Dyslexia refers to specific learning disabilities in reading. It is a language-based neurological disorder that causes the brain to process and interpret information differently. The National Center for Learning Disabilities (NCLD) has a Dyslexia Toolkit for parents that describes common warning signs of dyslexia, steps to take if you think your child may have dyslexia and resources and tools needed to understand dyslexia. NCLD’s 50 Questions about LD: An E-Book for Parents of Children with Learning Disabilities provides answers to commonly asked questions. The International Dyslexia Association provides a definition of dyslexia and a comprehensive set of answers to frequently asked questions as well as fact sheets on dyslexia and related learning disabilities. The Yale Center on Dyslexia & Creativity provides myths and truths about dyslexia and numerous articles and books based on the Center’s research. COULD MY CHILD/STUDENT HAVE DYSLEXIA OR ANOTHER LD? The National Center for Learning Disabilities lists potential signs of LD, organized by the child’s age. Young children with dyslexia may have trouble: Recognizing letters, matching letters to sounds and blending sounds into speech Pronouncing words Learning and correctly using new vocabulary words Learning the alphabet, numbers, days of the week or
    [Show full text]
  • IDA Dyslexia Handbook: What Every Family Should Know
    IDA Dyslexia Handbook: What Every Family Should Know Introduction 1 Chapter 1: IDA Definition of Dyslexia 2 Chapter 2: Characteristics of Dyslexia 3 Chapter 3: Valid Assessments for Dyslexia 9 Chapter 4: Identifying Effective Teaching Approaches - Structured Literacy 15 Chapter 5: Managing the Education of a Student with Dyslexia 19 Chapter 6: Transitioning into College 22 Chapter 7: Recommended Readings and Resources on Dyslexia 28 Chapter 8: Glossary of Terms 31 References 33 © Copyright 2014, The International Dyslexia Association (IDA). IDA encourages the reproduction and distribution of this handbook. If portions of the text are cited, appropriate reference must be made. This may not be reprinted for the purpose of resale. 40 York Road, 4th Floor • Baltimore, MD 21204 [email protected] www.interdys.org Introduction Welcome to the International Dyslexia Association (IDA). IDA was founded in 1949 in memory of Dr. Samuel Orton, a pioneer in the field of dyslexia. IDA’s mission is to actively promote effective teaching approaches and intervention strategies for persons with dyslexia and related disorders. IDA encourages and supports interdisciplinary reading research and disseminates this information to professionals and the general public. IDA has 42 state branches and 22 global partners to carry out its mission. These states and countries provide information regarding the best methods for helping individuals who need to learn how to read. Structured Literacy describes the scientifically based approach for learning how to read. Chapter 4 addresses Structured Literacy and evidence-based approaches for learning to read. The IDA Handbook provides necessary information regarding: definition of dyslexia characteristics of dyslexia appropriate assessment tools evidence-based interventions, suggestions for managing a dyslexic’s educational process In addition, helpful resources and a glossary of terms are provided to better understand dyslexia and its related disorders.
    [Show full text]
  • Assistive Technology for Classroom Success
    4/16/2015 Assistive Technology for Classroom Success Students with dyslexia often experience greater success when they are allowed to use their abilities (strengths) to work around their disabilities (challenges). Assistive Technology tools combine the best of both of these practices. 1 4/16/2015 Dyslexia 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. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge. Adopted by The National Institute of Child Health and Development and The International Dyslexia Association Board of Directors: November 12, 2002 Dyslexia: Facts • Dyslexia is the most common reason for reading, writing and spelling problems. It can also affect math, organization and time management • Dyslexia is genetic (runs in families) • 1 in 5 children fall on the spectrum • Dyslexia is a brain-wiring difference • Dyslexia is a lifelong condition that affects all aspects of life – not just school 2 4/16/2015 The Reading Brain FMRI scans show a brain volume slightly less in many areas of the brain associated with symptoms of dyslexia. These are a brain while reading. - Studies by SallyShaywitz - Control Brain Dyslexic Brain Dyslexia Myths • We do NOT see letters backward or upside- down • We will NOT outgrow dyslexia • We can NOT cure dyslexia by completing a program or taking medication • Dyslexia does NOT affect primarily boys • Dyslexia is NOT a vision problem • We are NOT Lazy, Dumb or less intelligent than your peers.
    [Show full text]
  • Testing Accommodations for Students with Dyslexia: Key Opportunities to Understand Student Thinking
    Testing Accommodations for Students with Dyslexia: Key Opportunities to Understand Student Thinking M. Christina Schneider Brian Gong The National Center for the Improvement of Educational Assessment Karla L. Egan EdMetric Testing Accommodations for Students with Dyslexia: Key Opportunities to Understand Student Thinking Both standardized and classroom assessments are designed to measure what students know and can do in a particular content area. The federal Department of Education (2015) in its most recent Peer Review guidelines denotes that for statewide standardized assessments processes should in place “to ensure that each assessment is tailored to the knowledge and skills included in the State’s academic content standards, reflects appropriate inclusion of challenging content, and requires complex demonstrations or applications of knowledge and skills (i.e., higher-order thinking skills).” The Peer Review guidelines also stipulate the state must document that it has used, “reasonable and technically sound procedures to develop and select items to assess student achievement based on the State’s academic content standards in terms of content and cognitive process, including higher-order thinking skills. Because teachers want to measure standards in a similar manner in their classroom, it is important that teachers also consider measuring challenging content with complex demonstrations or applications of knowledge and skills. Oftentimes in assessment situations reasoning and problem solving are accessed through reading; whereas, in the real world few reasoning contexts are presented in this manner. Shaywitz (1998) has estimated that up to 17.5% of the population may be dyslexic, and as a result, assessments focused on problem solving using only reading and writing may not capture the reasoning processes of almost 20% of the population.
    [Show full text]
  • HBIDA Resource Directory 2019
    Y R O T C E R I D E C R U O S E R HHOUSTO N BRANBIDAC H OF THE INTERNATIONAL DYSLEXIA ASSOCIATION 2019 Articles, Resource Materials Education Opportunities Professional Service Resources & much more for families living with Dyslexia HBIDA O BjectIves ABOUt IDA • Increase community awareness The International Dyslexia Association (IDA) is a of dyslexia non-profit organization dedicated to helping individuals with dyslexia, their families and the communities that encourage the use of scientifically-based support them. IDA is the oldest organization dedicated to • the study and treatment of dyslexia in the nation— reading instruction for individuals founded in 1949 in memory of Dr. Samuel T. Orton, a identified with dyslexia distinguished neurologist. IDA membership consists of a variety of professionals in partnership with individuals support educational and medical research with dyslexia and their families. IDA actively promotes • effective teaching approaches and intervention strategies on dyslexia for the educational management of dyslexia. The organi - zation and its branches do not recommend or endorse any specific speaker, school, instructional program or HBIDA P rograms & services remedial method. Throughout IDA’s rich history, our goal has been to provide the most comprehensive forum spring conference for parents, educators, and researchers to share their experiences, methods, and knowledge. Fall symposium ABOUt HBIDA college Panel THE HOUSTON BRANCH OF THE INTERNA - Parent Networking Group TIONAL DYSLEXIA ASSOCIATION (HBIDA) was founded in 1978 at a meeting among parents and Regional Group events teachers who were concerned for the education of children with language learning problems and wanted Website and social Media to create an organization to promote efforts to help those children.
    [Show full text]
  • Assistive Technology & AIM for Students with Dyslexia
    Assistive Technology & AIM for Students with Dyslexia John E. Brandt, MS.Ed. Training Coordinator Maine CITE and Maine AIM Program Students with Learning Disabilities/Dyslexia make up the largest group of learners with disabilities. IEP Teams must consider the use of Assistive Technology (AT) and Accessible Instructional Materials (AIM) for these students. In this workshop, we will discuss the use of various AT and AIM as part of the arsenal of tools and accommodations for students with Learning Disabilities/Dyslexia. Welcome Learning Goals Defining terms What does the IEP say? How can AT and AIM be used as instructional tools and accommodations Where to get more information What is Dyslexia? Poll Question: Dyslexia is… o A medical term that describes a “disorder in reading,” manifesting “errors in oral reading skills such as omissions, substitutions, distortions, or additions of words or parts of words; … reversals of words in sentences or of letters within words…” o A term synonymous with the term “learning disability.” o A subset or subtype of learning disabilities. o All of the above. o None of the above. Well, in Maine… “Definition. Specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia,
    [Show full text]
  • School Leaders' Guide: 45 Ways to Support Struggling Readers
    SCHOOL LEADERS’ GUIDE: 45 WAYS TO SUPPORT STRUGGLING READERS SPONSORED BY: School Leaders’ Guide Introduction Why a School-Wide Approach Benefits Everyone PHOTO CREDIT: ISTOCK.COM/STEEX he statistics are staggering. wide programs that embrace Your struggling readers will gain More than 10 million different learning styles and confidence and independence as American students struggle prioritize continuity from one their reading progress soars. Tto read, but only 2.3 million grade to the next, year after This guide was created receive special help. Forty-one year. Implementing effective especially for school leaders with percent of students with learning intervention tools and techniques practical, actionable ideas and tips disabilities like dyslexia won’t is essential and will give all you can use to create a culture of graduate from high school. As students an equal opportunity to reading in your school or district. school leaders, we need to bridge learn. Try out a few ideas to start, and that gap by creating a culture of When you put an emphasis on add more as your students find reading when reading is a barrier. reading and uncover strategies success and develop a true love Filling these achievement gaps that work, big things happen. of reading. Save this guide to shouldn’t be a new challenge every Students will achieve better reference throughout this school year. We need to empower and outcomes not only in their English year and beyond. support educators with school- class, but across all subjects. COVER PHOTO CREDITS: (CLOCKWISE FROM TOP LEFT) ISTOCK.COM/SHIRONOSOV; ISTOCK.COM/VM; ISTOCK.COM/SHIRONOSOV; ISTOCK.COM/CHRISTOPHER FUTCHER; ISTOCK.COM/CATHY YEULET 2 | WeAreTeachers.com LearningAlly.org/Educators School Leaders’ Guide Numbers to Know Dyslexia Defined Dyslexia is the term associated with specific learning disabilities (LD) in reading.
    [Show full text]
  • Learning Disabilities Resources.Pdf
    Learning Disabilities Resources Texas Education Agency resources related to Learning Disabilities: • The Legal Framework for the Child Centered Special Education Process (Region 18 ESC) - Closing the Gap, Dyslexia Services, Diagnosis & Programs of Instruction, Referral for Possible Special Ed. Services, Specific Learning Disability • Dyslexia (Region 10 ESC) - Provides both regional and state assistance to districts, charter schools, universities, parents, service centers, and other entities in the area of dyslexia. Here you can find: o The Dyslexia Handbook (pdf) o El Manual Sobre La Dislexia (pdf) o The Dyslexia Interactive Handbook o Dyslexia/Reading Accommodations o Technology Integration for Students with Dyslexia • ESC 13 - This website has a variety of videos online for viewing (Click on Region 13 TV): o Curriculum - Math, Science, ELA, Social Studies ideas on how to teach Special Programs - PBIS, ELL, Dyslexia, Early Childhood • Texas Assistive Technology Network (TATN) - They have a number of resources to support students with learning differences: o Accessibility Resources o Accessible Instructional Materials (What ARD committees need to know) o Digital & E-Text Resources o Intervention Resources o National Resources o Operating System Tips o Response to Intervention o State & Regional Resources o Support Documents (Tutorials, resources, web accessibility, etc.) o Technology Tools Aligned to Type 2 Spelling Accommodations o Universal Design for Learning (including links to their UDL wiki) ****** Academy of Orton-Gillingham Practitioners and Educators - This is the home page of the Academy of Orton-Gillingham Practitioners and Educators. The Orton-Gillingham approach is an instructional method intended to help people with dyslexia. All Kinds of Minds – See their Parent Toolkit for information on how to help students with attention, math, reading and writing.
    [Show full text]
  • What Slps Need to Know About Dyslexia
    What SLPs Need to Know about Dyslexia Katie Squires, Ph.D., CCC-SLP, BCS-CL [email protected] 989-774-3669 About Me Was an elementary teacher for 12 years Have been an SLP for 12 years Mom of a child with a speech and reading disorder Board Certified Specialist inChild Language 64% of 4th graders are not reading at grade level (NAEP, 2019) 66% of 8th graders are not reading at grade level (NAEP, 2019) 63% of 12th graders are not reading at grade level (NAEP, 2015) 33% of students with a learning disability have repeated a grade (NCLD, 2017) About Our 80% of students with a learning disability have DYSLEXIA (although it’s usually not identified as such) (Yale Students Center for Dyslexia and Creativity, 2017) 50% of students with dyslexia perform 3 grade levels below their peers on key skills (Learning Ally, no date) Defining literacy – specifically reading Discovering how reading and language relate Discussing the SLP's role in literacy Investigating the types of literacy disorders What we are covering Dyslexia 101 today… Assessing Dyslexia Intervention strategies for literacy Accommodations Collaborating What is Literacy? Broadly defined: Ability to read and write National Reading Panel: Phonemic Awareness Phonics Fluency Vocabulary Comprehension Simple View of Reading Sentence/ Sound/ Discourse Word Level Level Decoding/Word Listening Reading recognition Comprehension Comprehension Gough & Tunmer, 1986; Tunmer & Chapman, 2012 Reading Comprehension How does literacy Pragmatics relate to Syntax language? Semantics Morphology Phonemic/Phonological Awareness Oral Language Relationship between PA and reading In reading, the “sounds of spoken language [are] mapped onto letters or syllables (graphemes).“ “Beginning readers must decode print to access the [sound] and meaning of words.
    [Show full text]
  • Colorado Department of Education Dyslexia Handbook (Feb. 2020)
    Colorado Department of Education Dyslexia Handbook Colorado Dyslexia Handbook About the Colorado Department of Education Dyslexia Handbook The Colorado Department of Education Dyslexia Handbook is designed to provide online access to information and resources to Colorado schools and families as they support students with literacy challenges, including dyslexia. This handbook reflects a department wide commitment to ensure that students’ needs are met as a result of collective responsibility and collaboration across general and special education contexts. Throughout this handbook, “student with dyslexia” is used in lieu of “dyslexic” or “dyslexic student.” The decision to use person-first language is to serve as a constant reminder that these students are more than their dyslexia (National Center on Disability and Journalism, 2017). The Colorado Dyslexia Handbook is organized into downloadable and printable chapters, each reflecting a specific aspect of our focus. Contents About the Colorado Department of Education Dyslexia Handbook..............................................2 Chapter 1: Introduction ...............................................................................................................4 1.1 Overview of the Structure of the Colorado Dyslexia Handbook ..........................................5 1.2 The Purpose of the Colorado Dyslexia Handbook ...............................................................5 1.3 The Components of a Comprehensive Literacy Program ....................................................6
    [Show full text]
  • Dyslexia Parent Awareness
    KLEIN INDEPENDENT SCHOOL DISTRICT DYSLEXIA PARENT AWARENESS RECOGNIZING DYSLEXIA Dyslexia is: • One of several distinct learning disabilities. • Of constitutional origin and is NOT the result of a generalized developmental delay or sensory impairment. • Language-based. There is a weak sensitivity to the sounds of language (insufficient phonological processing ability). • Characterized by having difficulty reading or decoding single words. This difficulty is unexpected for the age and in comparison to other cognitive and academic abilities. Other language skills are often variably and conspicuously impaired, particularly writing and spelling. • A specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties usually 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. Secondary consequences may include problems in reading comprehension and reduced reading experience that can include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge. (Adopted by the International Dyslexia Association Board of Directors, November 12, 2002). • Manifested by difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and socio-cultural opportunity. Characteristics
    [Show full text]
  • Choosing an Online Academic Support Professional : Takeaways
    Dr. Michael Hart Dr. Erica Warren Choosing an Online Academic Support Professional : Takeaways A big, big thank you! Thank you so much for participating in Choosing an Online Academic Support Professional. We hope you find this companion document helpful! We are committed to guiding you throughout the process and helping you to locate the best learning professionals. 1 Cheers, Michael & Erica​ Selecting your Educational Support Professional Tutor A tutor is a private instructor who has an expertise in a specific school subject but may or may not have formal experience or training in education. Typically, tutors instruct or re­teach classroom concepts, though some offer assistance with homework. A few may present strategies in time management and study skills. Some “Reading Specialists” self identify as tutors. Reading Specialist Reading specialists are professionals with advanced training and experience in reading remediation. They may specialize in early childhood, elementary, middle, secondary, and/or adult learners. Most utilize a multisensory, explicit, and systematic method such as the Orton­Gillingham Approach. Learning Specialist A learning specialist is a private instructor with expertise in metacognition and compensatory learning strategies. In addition, many have subject specific expertise in areas such as reading or math. They provide instruction to students, teachers and parents. A learning specialist should have advanced training and degrees in education and significant coursework, if not degrees in special education, psychology, school psychology, educational psychology, and/or neuropsychology. Specific understanding of learning disorders, psycho­educational evaluations, and intervention strategies is paramount. An expertise in multisensory learning, teaching strategies, self advocacy techniques, and schooling accommodations is also important.
    [Show full text]