Dyslexia Help: Dysphonetic (phonetic) VS Dsyeidetic (visual) Dyslexia

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After over twenty years of being in education, I provide tutoring, consulting, and coaching on dyslexia and other neurodevelopmental differences. Over the last 15 years, I’ve observed an increasing amount of behavioral, sensorial, cognitive, physical, mental, and spiritual difficulties and differences along with an increased number of children being medicated; Therefore, I developed a revolutionary program that includes an evaluation that “looks at the whole child.” I work with all stakeholders on constructive engagement when learning based on my student “whole child” observation(s) inspired by Maria Montessori, Benjamin Bloom, Peter Levine, Conrad E. and Cohen B., Dr. J. Puleo & Dr. L. Horowitz, Howard Garner,  Dr. Bradley Nelsen, Hans Berger, Jean Piaget, Grolnick, W. & Kurowski, C. and Erik Erickson. I have also developed a revolutionary training/intervention program for people with unique learning and neuro-differences. This program is based on my own inductive reasoning and a detective sense contributed to my own gift of dyslexia, countless hours of student observations, educational research, and studies along with my perpetual care for children.

People with dyslexia have a sound and language processing problems. They will struggle to connect letters to sounds (mainly problems identifying speech sounds and learning how they relate to letters and words-decoding); as well, those with visual processing disorder struggle to understand visual information such as letters, shapes, or objects and, mainly, problems processing graphic symbols. Related to the absorption and processing of sounds, sounds especially can be omitted from words by the student, students with dyslexia most commonly omit letter sounds, words, phrases in the middle position, then the end, and least commonly the beginning. When they omit, they might do repetition(s), substitution(s), addition(s) or delete altogether, on the other hand; transversal and reversal are more common in students with a visual processing problem.

 

Because dyslexia cannot be cured, students can develop tools and strategies to help their working memory, phonological awareness, reading, speaking, and spelling.  

 

With Much Sincerity,

            Patricia Cook, MEd. RSP,  AOG, &

Dyslexia & Behavioral Interventionist & Montessorian

www.myelbert.com

“One highly cited study showed that around 80 percent of children with dyslexia had both phonological and surface dyslexia, while 20 percent had only one of the two.”https://www.understood.org/en/learning-thinking-differences/child-learning-disabilities/dyslexia/different-types-of-dyslexia

“In the 1930’s Dr Samuel Orton in the USA noticed that learners with dyslexia had problems in reading and writing when taught by ‘traditional’ methods. Working on the premise that some cerebral connections, notably those between the visual and auditory areas, could be less strong in these learners, he looked for a system of teaching which would use other associative areas of the brain to link the visual and auditory areas.https://www.dyslexia-and-literacy.international/ONL/EN/Course/S3-2-2.htm

“(Psychology) a developmental disorder which can cause learning difficulty in one or more of the areas of reading, writing, and numeracy. Nontechnical name: word blindnesshttps://www.thefreedictionary.com/dyslexia

 

The Quick Screen of Markers and Characteristics Checklist

-Dysphonetic (phonetic) Dyslexia

-Dsyeidetic (visual) Dyslexia

-Both

This is professional, not Medical advice. They should not be used to diagnose or prescribe. Tricia is not a doctor.

READING INTEREST SURVEY
Do you like reading?

What do you like to read?

Do you like to write?   

Learning 

Note:

 

VPD- Visual Processing= Sympathetic Lateral Functioning System Dominate  APD- Auditory Processing= Parasympathetic Functioning Systems Dominate 
1. VISUAL DISCRIMINATION ISSUES:

Trouble seeing the difference between similar letters, shapes, or objects. Try a search and find!!

2. VISUAL FIGURE-GROUND DISCRIMINATION ISSUES:

Struggle to distinguish a shape or letter from its background.

3. VISUAL SEQUENCING ISSUES:

Find it difficult to see shapes, letters, or words in the correct order; may skip lines or read the same line over and over.

4. VISUAL-MOTOR PROCESSING ISSUES:

Trouble using what they see to coordinate with the way they move; may struggle to write within lines or bump into objects while walking.

5. LONG- OR SHORT-TERM VISUAL MEMORY ISSUES:

Struggle to remember shapes, symbols, or objects they’ve seen, causing issues with reading and spelling.

6. VISUAL-SPATIAL ISSUES:

Trouble understanding where objects are in space; unsure how close objects are to one another (check out horizontal and verticals spacing in their handwriting- HARDEST TIME COPYING WORDS)

7. VISUAL CLOSURE ISSUES:

Difficulty identifying an object when only parts of it are showing (check out a,o in their handwriting).

8. LETTER AND SYMBOL REVERSAL ISSUES:

Switch numbers or letters when writing, or may mistake [check out these in their handwriting] “b” for “d” or “w” for “m” (p,q)  aka “Directional Dyslexia”.

 

SPECIFIC LEARNING DISABILITY neurobiological IN ORGIN

**Believed to be caused by an impairment in neural processing of visiual information.

https://www.churchillstl.org/learning-disability-resources/visual-processing-disorder/

  1. PROBLEMS IDENTIFYING SPEECH SOUND AND LEARNING HOW THEY RELATE TO LETTERS

Defined by difficulty processing the basic sounds of language (phonemes), sounds of letters and groups of letter resulting in very slow and labored reading.

Common with auditory type dyslexia //i/e, y/w, s/z,  a/o/, f/v and x as /k/ only not /kw//.

2. SPECIFIC LEARNING DISABILITY neurobiological IN ORGIN

Believed to be caused by an impairment in neural processing of auditory information.

3. ACCURATE and/or FLUENT WORD RECOGNITION:

 Sounds may be being fused, reversed or jumbled. It is not a hearing impairment (See VPD too).

https://www.dyslexia-reading-well.com/auditory-dyslexia.html

4. LEARNING DISORDER that affects your ability to read, speak, write, and spell (see below)

 In the medial position (mostly) you’ll see omissions of sound processing hence the students will add, repeat, substitute and even delete all together letters in the middle of the word, phrase, sentence or paragraph (check the medial, final, and initial letters in their spelling).

Hard time with diction and transcription writing- due to spelling, working memory. and executive functioning.

 

 

*Note: Students can have deficits that are both auditory and visual in nature! Total Functional Dominance. 

2) Spelling Inventory. Read phonetic and sight words (back and forth) to have the student spell onto black T-chart. Check phoneme sounds above to the nonsense word spelled out by the student.  See Appendix Cont. for Student Prompt. 

    Phonetic Words Students Sample Sight Words Students Sample
cap

log

hut

ten

sip

plan

crum

step

gate

wide

chat

ship

spun

thin

duck

stale

smile

scrap

stroke

pitch

shrine

thing

a

of

on

do

the

and

any

you

are

all

with

from

what

were

other

your

said

would

which

about

before

should

 

Dysphonetic (phonetic)Dyslexia

Auditory Processing-Words, Phrases, Sentences-writing and/or 10 word spelling sample onto copy paper,  mark position  (words ex. for the word cap below)characteristics and markers,  and make note and percentage.

Why spelling words (see above)?

The middle sounds even though in the middle position is the last to be processed. The last sound even though is the last position is the second to be processed. Since language sound processing is needed for spelling, you will observe them misspelling in mainly in the middle position, then the last position by doing omissions (leading to deletions, additions, substitutions, repetitions)! Orton Gillingham methods are great for helping anyone who has these sound processing issues.

  • Beginning
 Middle  End

 

Omissions: ex. the word cap
Deletions- cp
Additions- caop
Substitutions-  cip
Repetitions-  caap
Fusion- She allowed (fused first sounds of two different words)
Include PA- Language/

Listening, Alliteration, Assonance, & Rime (see below). Also, ask about sensitivity to loud noise, muffled sounds when in a crowd for CAPD.

 

 

Dsyeidetic (visual) Dyslexia aka surface dyslexia, visual dyslexia

Visual Processing-Words, Phrases, Sentences- again writing and/or 10 word spelling sample onto copy paper,  mark position  (words ex. for the word cap below)characteristics and markers,  and make note and percentage.

Why spelling words (see above)?

Have you ever seen anyone fix a b/d reversal by sounds, phonics, and auditorily methods? I have not. I have seen visual methods such as drawing a /bed/ work,  noting the hands L/R, and holding up the hands. Mainly, I have seen where a developmental or behavioral optometrist, OT,  or special lenses have helped the most.

ex. the word cap

 

 

Transposals- cpa
Reversals-  c@P, pac
Closures- a, o’s, etc. don’t meet up/ front/back tail
Capitals- caP
Picture Find (confusing- incomplete, differences, Spacing off)
Descr.: blurry, jumping, flying, repeating, skipping lines- run sentences (bypass period, comma)
Dysgraphia- Proprioception
Finger Tapping Speed
Spacing off
Tight/Loose Grip- Dark/Light
Lots of Erasing, Splitting & Drawing of Letters
Organization, Poor Handwriting
Specific Language Impairment

(Se auditory processing can be CPD)

Nouns (Pronouns)/Verbs usage and organizational positioning
Adj./Adv. usage
Overall Lang. Development (#speech sounds-production/r,s,w,etc/words, age)
Endings of Conjugations (endings, -s,-es)
(ask about CAPD/SLP or audiologist- speech, noise levels, sensitivity & filtering,&  DLD)
Observational Notes

Name:____________________________

Date:________________________

Instructor/Tutor: ___________________________

Original Noun Subcategory
Ex. house

 

 

 

Ex. apartment, mobile home, trailer, studio
 

 

 

 

 

 

 

 

 

Original Verb Subcategory
Ex. bounce

 

 

 

Ex. bounce, dribble
 

 

 

 

 

 

 

 

 

 

Total Characteristics 

 

_______Dysphonetic (phonetic) Dyslexia

_______Dsyeidetic (visual) Dyslexia

_______Both

Position Frequently (percentage= total characteristics/

total letters spelled) 

[>50% see below] [>50% see below] [>50% see below]
Total in Every % Position:_____________NOTES: 

 

ABOVE    E A S Y  or H A R D   TO READ & SEE?? WHAT WORDS CAN YOU FIND?

* MESSAGE YES, NO,  or MAYBE BELOW…WHICH WORDS DID YOU FIND?

 

 

Recommendations & Accommodations

Date:

 Student:                             DOB:  

Observer:

NOTES:

 

Notes:
Specific Language Impairment  Auditory/Visual 

Processing/Both

Proprioceptive/

Vestibular/Somatosensory 

Other
Recommendation:

 

Speech Therapist, Psychotherapy

 

Accommodation:

Seating where he learns best. This could be near the teacher’s desk or away from the distraction of doors and windows.

Quick breaks after finishing tasks. He could take a walk to the water fountain.

In-class tools to reduce fidgeting. Your child could hold a squeeze ball. Or his teacher might wrap your child’s chair legs with a latex resistance band for him to kick. (Learn more ways to make a low-cost sensory chair.)

A quiet area for test taking and studying.

Frequent eye contact from your child’s teacher, to keep him engaged.

A cue to quietly keep your child on task. This could be a touch on the shoulder or a sticky note placed on his desk.

A master notebook for all subjects, to help stay organized.

A homework notebook that teacher and parents can sign off on daily.

Key points from the day’s lessons listed on the board.

Use of his own laptop computer for taking notes during class.

Class notes shared by another student.

A routine of checking in with the teacher after class to briefly discuss the lesson.

 

Recommendation:

Auditory- Dyslexia Interventionist/Therapist

Visual– A behavioral or developmental  optometrist who, after ruling out physical issues, can provide something called vision therapy. This approach involves a variety of exercises using devices like prisms and lenses.

Also, https://irlen.com/get-tested/

Accommodations:

Auditory

Use audiobooks like those available through services like Bookshare, a free online library for students with disabilities.

Allow the student to use a text reader like a Reading Pen or text-to-speech software.

Use speech-to-text software to help with writing.

Have on hand “hi-lo” books (books with high-interest topics for students reading below grade level).

Provide extra time for reading and writing.

Give the student multiple opportunities to read the same text.

Use reading buddies during worktime (as appropriate).

Partner up for studying—one student writes while the other speaks, or they share the writing.

Pre-teach new concepts and vocabulary.

Provide the student with typed notes or an outline of the lesson to help with taking notes.

Provide advance organizers to help the student follow along during a lesson.

Provide a glossary of content-related terms.

Use visual or audio support to help the student understand written materials in the lecture

Visual– *Use of his own laptop computer for taking notes during class. Tech Support-

Use large-print text for worksheets, viewing online, and apps.

SpellCity

The Writing Machine

iWrite Words

Say Text

Alpha Writer

ABC Pocket Phonics

Letter School

Word Magic

Sequence for Autism

Words on Wheels

Seating where he learns best. This could be near the teacher’s desk or away from the distraction of doors and windows.

In-class tools to reduce fidgeting. Your child could hold a squeeze ball. Or his teacher might wrap your child’s chair legs with a latex resistance band for him to kick. (Learn more ways to make a low-cost sensory chair.)

Frequent eye contact from your child’s teacher, to keep him engaged.

A cue to quietly keep your child on task. This could be a touch on the shoulder or a sticky note placed on his desk.

A master notebook for all subjects, to help stay organized.

Recommendation:

Professionals- OT<PT< Biokensiologist

Dysgraphia Strategies:

Assistive technology for writing can also help kids build skills and work around weak spots.: https://www.understood.org/en/school-learning/assistive-technology/finding-an-assistive-technology/software-programs-for-kids-with-writing-issues

Computers often have built-in AT tools, like TTS and dictation. You can also download software for writing to add more AT tools.

Mobile devices also have built-in AT. You can add more writing tools to mobile devices with apps. https://www.understood.org/en/school-learning/assistive-technology/finding-an-assistive-technology/free-assistive-technology-tools-on-the-web

These have built-in AT options, too. You can add Chrome apps and extensions for more ways to help with writing.

https://www.understood.org/en/learning-attention-issues/treatments-approaches/treatment-options/treatment-options-for-dysgraphia

Accommodations:

Provide pencil grips or different types of pens or pencils to see what works best for the student.

Allow the student to use an audio recorder or a laptop in class.

Provide paper with different-colored or raised lines to help form letters in the right space.

Provide graph paper (or lined paper to be used sideways) to help line up math and handwriting. 

Provide paper assignments with name, date, title, etc., already filled in.

Provide information needed to start writing assignments early.

Help the student break writing assignments into steps.

Provide a rubric and explain how each step is graded.

Give examples of finished assignments.

Offer alternatives to written responses, like giving an oral report.

Adapt test formats to cut down on handwriting. For example, use “circle the answer” or “fill in the blank” questions.

Grade based on what the student knows, not on handwriting or spelling.

Use a scribe or speech-to-text so the student can dictate test answers and writing assignments. (see Tech. info already mentioned).

Let the student choose to either print or use cursive for handwritten responses. (I CAN help with CURSIVE)

(I CAN help with Proof) 

-Professional- Educational Physiologist

(play therapy), Educational

Ophthalmologist,

Dyslexia Interventionist and

Therapist, ESL, SLP

-Skills: Connection, Caring, Cooperation, Concentration, Higher-order thinking, such as analyzes and evaluation

-CMC Program:Facts-Forms/Functions-Feelings-Future (ask me about lesson plan)

-Vitamins- drops(magnesium, limbic system drops, pre/pro-probiotics, omega 3

-Montessori’s Three Period Lesson and other methods: https://lookingtohealourownlearningdifference.org/author/tcookedu/

-BRAIN BREAKS including MUSIC ART Therapy (Gaiayou tube), Art, Music Classes, COLOR THERAPY/EUPHORIA INFINITY LOOP or chakra app. *Area- Loud & Quiet!!
*see pic below


Do positions for release of acute stressors above:
1, 3 (shame/empathy),(anger/strength)2 Joy, bliss and peace 5,4 courage/ hate and grief/compassion 7 (no fear-authentic self uncondtional love) *check out http://tcookedu.blog/2020/03/04/speaking-of-the-whole-child/

-Learning Styles Google: Howard Gardner Multiple Intelligence- Literacynet.org, https://www.institute4learning.com/resources/ 
(*my programs)

-Imaginative/Creative Outlets (art, interpretive dance, acting and cooking class, my CMC program)
-Bloom’s Taxonomy- Google Revised Bloom’s Taxonomy those

Physical Academic/Creative Social/Emotional.Spiritual 

(Gustatory/Olfactory) 

Recommendation:

-Professionals- OT<PT< Chiropractor, SLP, (development), Holistic Dietitian, Dyslexia, Interventionist, and Cognitive Behavioral Therapist (CBT)

Accommodation: 

–BRAIN SYNC app. by Kelly Howell, Alternating Breathing Techniques -Yoga (Yoga International), Tai Chi (7 min. Chi), Small Group Bible Study, Drum Circle. Montessori- taking care of nature activities: watering plants, taking care of pets!
Skills: Coordination (Nero and body) 

-Exercises:Desensitize to tactile stimuli, avoid multitasking and sensory overload along with attention/listening training. All in 15 min increments.
 
-Crossing-Mid-line exercises: cross crawls (floor/standing)

-Outlets: (Gross Motor) park, playground & nature,yoga: Yoga International.org  (app…website), karate, dance, sports

-GOOGLE: Montessori’s Walk the Line 
(Fine Motor)-Rake/sand, sewing, weaving, cutting with scissors, and knitting

-APD/VPD Accommodation such as systematic, multi-sensory instruction (understood.org) and -Integrative Learning Strategies (ilslearningcenters.org).  See lesson plan below. 

-Montessori & matching activities! bell, fabric, bead frame, picture to picture, picture to sound, picture to word



-Diet: Alternate food that are energy enhancing, calming and alerting  

*See pics below for sleep, diet

Need: Develop large gross-motor and fine motor. Do brain balancing  on the right 

and left along with large-gross motor: hopping, skipping and jumping with-out running into anything! Again, developing the gross-motor by judging distances and navigating through a small space. Crossing the Midline and throwing ball and cross-crawl exercises. 

 

Initial Sense Goal: Develop the auditory (strength) sense with listening exercises. Listening & Language games, echo-box, telephone, differentiating and locating sounds. Clapping hands patterning. 

 

Working Memory Goal-

Harness the auditory (strength) which is the verbal working memory. Activate the working memory with matching and differentiating using categorization and sequencing, language and listening skills  

using fine/gross motor activities. 

 

Long Term Memory Goal- cursive,

other fine motor activities, and evaluative focus

Recommendation:

ART, Karate, Starts an Empathy Training Club at School (Leadership)

Accommodation: 

Provide extended time on tests.

Provide a quiet room for tests if needed.

A homework notebook that teacher and parents can sign off on daily.

A routine of checking in with the teacher after class to briefly discuss the lesson.

Key points from the day’s lessons listed on the board.

Class notes shared by another student.

A quiet area for test taking and studying.

Quick “brain breaks” of crossing-midline after finishing tasks. He could take a walk to the water fountain.

Provide handouts so there’s less to copy from the board.

Provide typed copies of classroom notes or lesson outlines to help the student take notes.

Provide extra time to take notes and copy material.

Grade the student on the content that needs to be mastered, not on things like spelling or reading fluency.

Allow understanding to be demonstrated in different ways, like oral reports, posters, and video presentations.

Provide different ways to respond to test questions, like saying the answers or circling an answer instead of filling in the blank.

Provide sentence starters that show how to begin a written response.

Provide extended time for taking tests.

Provide a quiet room for taking tests, if needed

Recommendation:

-Professional-
Educational
Psychologist
(play therapy), Holistic Dietitian, Dyslexia, Interventionist, and Cognitive Behavioral Therapist (CBT)

Accommodation:

-Diet: Feingold Diet, basil, Detox Smoothies, fruits, green leaf vegetables,avoid heavy or “brain foggy” foods: gluten, sugar,etc. (Yoga International)

-Outlets: Sa, Ta, Na, Ma Meditation on Soundcloud (see pic. below for Meditation pose)



-Prayer:
Self-Empathy:The student will pray…
Strength:The student will pray…
Others-Empathy: The student will pray…Strength: The student will pray…

-Skills:
Confidence,
Character
Development
My very own
Empathy and
Strength
Training for
Kids. Please ask me about this training for
kids. 

-Social Stories https://carolgraysocialstories.com/social-stories/ 

-Positive
Disciple
(Jane Nelsen) https://www.positivediscipline.com/dr-jane-nelsen & Conscious Discipline
(Dr. Becky
Bailey) https://consciousdiscipline.com/free-resources/discipline-tips/  

-Volunteering
Opportunities
and Empathy
Training https://mcc.gse.harvard.edu/resources-for-educators/how-build-empathy-strengthen-school-community 

-Cooperative,
Collaborative,
and
Independent
Learning
Opportunities

-Outlets:
Sports,
Playgroups

 

Reference: https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/visual-processing-issues/understanding-visual-processing-issues#How_can_professionals_help_with_visual_processing_issues?

https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/dyslexia/the-difference-between-dyslexia-and-visual-processing-issues

https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/at-a-glance-classroom-accommodations-for-dysgraphia

https://www.understood.org/en/school-learning/assistive-technology/finding-an-assistive-technology/free-assistive-technology-tools-on-the-web

 

The ELBERT™ Program Functional System Dominance Behavioral Checklist

ELBERT™ Program Content 

Brainstem/Midbrain

-Dysphonetic (phonetic) Dyslexia

-Dsyeidetic (visual) Dyslexia

-Both

 

Dysphonetic (phonetic) Dyslexia

Anger Sympathetic Lateral

 Dominance

Dsyeidetic (visual) Dyslexia

Shame Parasympathetic Lateral

Dominance

Response Strength Response Strength
aggressive logical feeling stuck holistic
frustration  strong  numbing  empathic/intuitive
reactive cautious  self-centered empathetic 
impulsive knowledgeable withdrawing “kind”
name-calling perfectionist  isolating imaginative
hitting/violence confident  being needy caring, sensitive
irritability  logical-

mathematical

crying/whining  subjective
anxiety/panic reality based ruminating on the negative  dramatic
sleep programs detail oriented creative/imaginative  “world view”
LT memory problems rational afraid of new things naturalistic 
poor focus= “brain fog” objective poor attention-

“daydreamy”

appreciative  
obsessive/

compulsive  

love/loved interest-based

learner

love/loved
****Interesting enough- can be both Dsyeidetic (visual) Dyslexia and Dysphonetic (phonetic) Dyslexia (more common especially if Total Functional System Dominance).
hyperactive hypoactive
hypersensitive hyposensitive 
ultra-religious/

non-spiritual 

ultra-spiritual/

non-religious

Total # Hyperarousal- most of the above which is Sympathetic Functional System 

Dominance

Total # Hypoarousal- most of the above which is Parasympathetic Functional System 

Dominance 

NOTES:

Description

Dsyeidetic (visual) Dyslexia

Anger Sympathetic Lateral Functional System Dominance 

(Hyperarousal- mainly prefrontal lobe functioning): WORRY OF THE PRESENT. Tend to be the abuser (dominate) as have been abused (developmental trauma) need to believe they are worthy (spirituality=God-soul connection). 

  • Hostile  • Irrational  • Self-centered  • Poor focus • Sleep disturbances • Tantrums • Coerciveness • Fidgeting • Racing Thoughts • Delays in the 5 domains of childhood development-  meaning delays of reaching developmental milestones, and developmental disabilities (most common and can be included in Autism); cohabit with ADHD, impulsive/hyperactive type, also:

  • Behavior disorders (ODD-hyper-dysregulation).
  • Brain injury (TBI).
  • Down Syndrome. 
  • Intellectual Disability.
  • Spina Bifida. 
  • Delays in reaching physical (Developmental Coordination Disorder especially gross motor such as Restless Leg Syndrome, Cerebral Palsy all included in Autism)
  • RAS chakra 6th-8th (7th specifically)= Pons & Soma Chakra Issues (more common) (High Functioning Autism-below).
  • Chronic Pain in organs such as the Pancreas (CFS), Duodenum, Gallbladder, Liver, Tongue, Spleen, Stomach, and Throat (again- hyper- thyroid and thymus) and Histamine Intolerance and other  Autoimmune diseases such as Chronic Urticaria, Hashimoto’s, Lupus, Celiac disease and other diseases Irritable Bowel Syndrome and Rheumatoid Arthritis (again- hyper-thyroid and thymus).
  • Symptoms: (Liver & Gallbladder) Depression, Frustration, Indecisiveness, Panic, Taken for Granted; (Spleen & Stomach) Low-Self-Esteem, Control, Failure. 
  • Susceptible Developmental Trauma.
  • Personality Disorders such a Narcissism.  
  • Abnormal Neuroplasticity.
  • Delays in reaching language  (Specific Language Impairment/Delay)
  • Sensory Processing Problems/Issues – Specific Learning Disorders (SLD) and & Sensory Integration Disorder (normally labeled SPD Problems/Issues): Hyper-visual problems such as Convergence and Irlen Syndrome, ADHD- hyperactive.: Hyper-Sight/Visual …Visual Processing Disorders ex. Irlen Syndrome- hypersensitivity to light, Convergence Issues (focus beyond the object) all included Autism; Hyper-Sound/Auditory …Auditory Processing Disorders-  Central Auditory Processing Disorder (CAPD)  all included in Autism; Hyper-Touch/Tactile …All included in Autism, Sensory Processing Disorder, Hyper-Taste/Gustatory …social/emotional problems all included in Autism, depression; Hyper-Smell/Olfactory …Hyperosmia (hyper-smell) Attention-deficit hyperactivity-impulsive disorder (ADHD), Tics, OCD- hyper obsessed (categories, sequencing), other Anxiety Disorders and Tourette’s Syndrome. 
  • Sensory Processing Problems/Issues (SPD)- Specific Langauge Disability (SLD)/Specific Language Impairment (SLI) and & Sensory Integration Disorder (normally labeled SPD Problems/Issues)- Hyper-visual processing such as Dsyeidetic (visual) Dyslexia, Dysgraphia, and Dysphasia.

Note:  I observed with autism, varied speed processing,  and sensory processing issues (exercises for these-see below for more information including Total Functional System Dominance). Therefore, the information of learning gets scattered throughout the brain from lobe to lobe; Hence, when doing hands-on-healing, I’ve felt that the energy gets scattered throughout the brain and feels like scattered energy in the palms of the hands of someone with Autism. Also, for anyone, if the crown, third eye, throat and alta major chakras start to go hyopactivating or hyperactiving then you will get a migraine, vision problems, memory problems, “brain fog” and allergies. Most meditative practices including breathing techniques, 528Hz frequency of sound healing therapy, and Kundalini yoga is good for this.  

Dysphonetic (phonetic) Dyslexia

Shame Parasympathetic Lateral Functional System Dominance 

(Hypoarousal mainly right hemispheric lateral functioning dominance): WORRY OF THE PAST & FUTURE- NEED to be Present. Tend to be the victim (subordinate) as have been abused (shock trauma)- need to believe they are enough (religion=God-soul connection). Paralysis of action  • Dissociation  • Emotional numbing• Sad • Distracting  • Self-soothing (stimming)• Reactive • Sulking • Whining/complaining • Clinginess or neediness • Reluctance to explore the world • Delays in the 5 domains of childhood development-  meaning delays of reaching developmental milestones, and developmental disabilities (most common and can be included in Aspergers); cohabit with ADHD, inattentive and distractible type, also:

  • Behavior, Personality, Attachment Disorders, Social/Emotional, Personality Disorders and Psychological Disorders-: Obedient Defiant Disorder, (ODD-hypo-dysregulation), Bipolar Disorder, Sleep Walking, Mood Swings along with being susceptible to Emotional Intensity (EI), Post Traumatic Stress Disorder (PTSD), and Shock Trauma, Bipolar Disorder (BPD), Narcissism.
  • Brain injury (least common). 
  • Chronic Fatigue Syndrome (hypo-arousal). 
  • Slow Speed Processing Disorder. 
  • Executive Function Disorder.
  • RAS chakras 6th-8th= Pons & Alta Major Issues (more common) (see Dyslexia under SPD-below)
  • Specific Language Impairment- Dysnomia included.
  • Abnormal neuroplasticity.
  • Chronic Pain and Inflammation (Allergies/Asthma-Migraines, IBS, Fibromyalgia, Autoimmune Dysfunctions such as Histamine Intolerances such as Chronic Urticaria 
  • Also, the organs such as Small Intestine, Hara, Glands-Sexual Organs & Reproductive, Heart, Lungs, Spinal Base, Colon).(again- hypo-thyroid and thymus). 
  • Adrenal & Thyroid Gland Issues (and Histamine Intolerance and other  Autoimmune diseases such as Chronic Urticaria, Hashimoto’s, Lupus, Celiac disease and other diseases Irritable Bowel Syndrome and Rheumatoid Arthritis (again- hyp0-thyroid and thymus see Vertigo, Dyslexia under SPD-below)
  • Symptoms: (lung & colon)-Grief, Confusion, Self-abuse, Defensiveness; (small intestine)-Abandonment; (Glands-Sexual Organs-Reproductive) Unworthiness
  • Addictions & Fetal Alcohol Syndrome
  • Aspbergers (more common). 
  • Sensory Processing Problems/Issues (SPD)- Specific Learning Disorders (SLD) and & Sensory Integration Disorder (normally labeled SPD Problems/Issues)- Hypo-auditory processing such as Dsyphoentic Dyslexia, Dyscalculia, Dysgraphia, Dysomia, Vertigo (hypothyroidism), ADHD- hypoactive, inattentive. Hypo-Sound/Auditory-Proprioceptive Reading Dyslexia, Dyscalculia, Dysgraphia, Central Auditory Processing Disorder (CAPD); Hypo-Touch/Tactile …All included Aspbergers, Hypo-Taste/Gustatory …Social/emotional problems, eating disorders (Bulimia) all included Adspebergs; Hypo-Smell/Olfactory …Attention-deficit inattentive type (ADHD), Other Anxiety Disorders all included Adspebergs;  Hypo-Sight/Visual …Visual Processing Disorders- Hypoglycemia. 

BOTH
Total Functional System Dominance– can be varied speed processing, plus cohabit with ADHD, combined type.

Cook’s Alternatives and Suggestions for Lateral Functional System Dominance

Dsyeidetic (visual) Dyslexia

AngerSympathetic System Functional Dominance- Students with this dominance need to know they are a child of God and Worthy.

Anger Parasympathetic Functioning System – is a freeze and “rest and digest” response which is related to the autonomic nervous system. The brain filters for long term memory based off of choices, meaning, and motivation based need for future reference,  and filters of past experiences, and perceptions of shame, freeze, and which dysfunction in your Vagus Nerve and RAS & HPA leads to slow speed processing (midbrain tries to equalize the distribution of the task, mainly right hemispheric functioning in the distribution of a task, sensory processing is hypo aka slow speed processing).

(I am worthy.)

https://youtu.be/Ak5WTb-mgeA

SYMPATHETIC FUNCTIONAL SYSTEM DOMINANCE STRENGTHS
auditory thinking-learning
auditory thinking-learning (hypo, hyper)*
non-fiction (note: unless interest-based and written out, complete steps required
analysis- form of logic
analysis- logical (break down category and sequence (steps)
avoids being personable- people oriented, social,
deep introspective about self- ego task oriented
Isolated-inverted, task-oriented
not philosophy/spiritually related learning
ultra-religious
good with short term memory- names not faces
past (unless interest), present goal setting
sensitivity- balanced
decoding-sounding out words
vocabulary- interest, religion and philosophically oriented “language inventory”
“language inventory” states “I know already…”
vocabulary- non-interest oriented
works at “true meaning” part-whole
rhyming/alliteration- with language not so much rhythm & beat
isolated rhyming/alliteration language
interest of foreign language learning
foreign language learning
free flowing analysis of information
chopped up information- can eventually be made whole or complete
spelling (sight words) & spelling (phonetic)

Dysphonetic (phonetic) Dyslexia

Shame Parasympathetic System Functional Dominance- Students with this dominance need to know they are a child of God and Enough.

Shame Sympathetic Functioning System– is a fight-or-flight, flee response which  is a physiological reactive response: uses habits and addictions based off of facts, forms/functions along with meaning and reactions of being angry– dominate, fight/flight (flee) which dysfunction in your Vagus Nerve and RAS & ACC leads to accelerated speed processing (brainstem-prefrontal lobe and left lobe functioning in the distribution of a task, sensory processing is hyper- aka accelerated speed processing). 

(I am enough.) https://youtu.be/oZvKJl1kK8g 

PARASYMPATHETIC FUNCTIONAL SYSTEM DOMINANCE STRENGTHS
holistic- spiritual, subjective, innovator, “gets things”- intuitive (wisdom), world view, naturalistic
interest-appreciative based learning
interest based learning- other content ex birds, travel brochures
empathic, empathetic
large gross motor ability w/body awareness w/ well balanced EF
fantasy based- storytelling (fiction)
body awareness EF (hyper/hypo)
list-form thinking- poetry, anecdotal notes
narrative and expository writing
understands “true meaning”- whole-part-whole like philosophical
sensitive (hyper, hypo)*- low self-esteem, emotional intensity
sight words- learned words easier
creativity- “outside of the box” thinking
visualization/imagery- “movie cinema” thinking
imagination-concrete thinking
synthesis- logical
PP intuitive- future oriented goal setting
philosophy/spiritually related learning
inductive reasoning- observation
evaluation- form of logic
good with long term memory- faces not name
long-term memory unless an EF, phonological deficient and neither “break down tools”
long-term memory- direct correlation with visual sensory memory “picture/movie thinking”
visual-spatial thinking-learning
visual-spatial thinking-learning (hypo,hyper)*
kinesthetic/tactile thinking- learning
kinesthetic/tactile thinking- learning (hypo,hyper)*
smell-taste balance
smell-taste (hyper, hypo)*
BOTH
Total Functional System Dominance Strengths
Exercises & Activities for Lateral (Para/Sym-above)  & Total Functioning System Dominance-It is for the mind, senses, body and spirit: On a physical and mental level, the goal is the vagus nerve and RAS & ACC/HPA to be functioning in alignment in the chakra system and balance of electromagnetism with mainly complementary to medicine such as: On a physical, mind and sensorial level, color/sound therapy, yoga, meditation, prayer/praise & worship, affirmations and breathing techniques. On a metaphysical and spiritual level, they can gain autonomy and attunement, release anger and/or shame and replace with strength and empathy to have bliss/peace, harmony, gratitude, comfort and unconditional love (removing all fear).
*discuss with me Total Functional System DominanceWITH HELP THEY”LL BE ALRIGHT (ask me which one is Para/Sym.)graphic organizers for solving math word problems, geometry
solving word math problems, operations
list-form-separated out reading
smooth & fluent reading- audiobooks & modeled reading
cursive
(RR) recall and repetition in the “short-term” memory stage
POETRY
synthesis- weed out important information with graphic organizers
organizing- categorically and sequentially the information already weeded out with certain text book (ask me)
comprehending- future/past with Socratic method
comprehending- present with pictures and art work with MIND MAPS, Drawings w/ Dictations, Cartoons, or Anecdotes
internalizing language (receptive language)- JOURNAL
externalizing language (expressive language) or vice versa- DEBATE
emotional -dramatic, intense, emotional coaching
dramatic, emotional (hyper,hypo) needs outlets like karate, painting. musical instrument, drama
non-focused, impulsive- needs to volunteer with kids with physical impairments at ball field
inattention (hyper, hypo)- needs “listening skills”
focus- needs to record
multi-sensory and underdevelopmentaly explicit phonics instruction

 

CONT.

Cook’s Alternatives and Suggestions for Lateral Functional System Dominance

 

Dsyeidetic (visual) Dyslexia

Anger= Sympathetic Functional System Dominance–  Student has overstimulated, hyperspinning of the chakras: including Soma and  RAS (chakras 6-8) hyperactivated), or stopped altogether (deactivated) causing abnormal neuroplasticity via the vagus nerve. Plus, pathogens from the intestinal tract cause harm from problems with the thymus. Note: also varied from trying to regulate, align, equalize by moving from accelerated-slow so one and so forth. Goal is to regulate the deactivated or hyperactive chakras by slowing down the needed chakras (see below). Do number #3 for anger/strength, and # 5 for hatred/courage,  #2 for peace/bliss then do #7 (visual-I see): lastly, end in  RAS do #8 do 6-8th and soma together for the unity of abundance, unconditional love & I’m worthy! Note: #8 is also (visual- I see) and the Higher Heart Chakra with pink quartz or pink tourmaline (thymus chakra) for I see God. I am worthy. Others can now see me too!

Dysphonetic (phonetic) Dyslexia

Shame= Parasympathetic Functional System Dominance– Student has understimulated, hypospinning of the chakras: including Alta Major and RAS (chakras 6-8 are hypoactive ), or inactive, stopped altogether (deactivated) causing abnormal neuroplasticity via the vagus nerve. Plus, pathogens from the intestinal tract cause harm from problems with the thymus. Note: also varied from trying to regulate, align, equalize by moving from slow-accelerated so one and so forth. Goal is to stimulate the deactivated or hypoactive chakras by speeding up the needed chakras (see below). Do number #1 for shame/empathy, and #4 for grief/compassion, and #2 for peace/bliss, & then do #6 (auditory- speaking, hear & listen); lastly, for RAS do #8 do 6-8th and alta major together for the unity of abundance, unconditional love & I’m enough!  Note:  #8 is also (auditory- speaking, hear & listen) and the Higher Heart Chakra (thymus chakra) with moonstone for I hear and speak of God. I am enough.  Others now listen, hear/speak to me too!

Students with Anger Sympathetic System Function Dominance…Therefore, hyper-sensory processing, accelerated and varied speed processing will be regulated!!! Students will no longer have—Known as being analytical-literal, verbal linguistic, strong auditory processing, logical-mathematical, 2-D learner. (Can be good in math, comprehension well). Needing Autonomy- ex. I can do it! I am Worthy! Under stress, is known for  fight-or-flight, flee response which is a physiological reactive response. They can be ultra-religious. They consider what they do for God. Note: Students with Sympathetic System Function Dominance have a serotonin deficit; therefore, have lessened pleasure, relaxation, contentment and sensitivity (meaning).  

Speaking of the heart and not feeling “worthy”- They may have problems with receiving strength, knowledge, faith, reverence, obedience (lust, hatred, jealousy, envy), perception (gives resistance, judgment based off logic (outward appearances, not seeing the heart of someone), patience, courage, abundance, empowerment, attachment and autonomy, entrapment (desire, lust, fear), release (courage, trust), transformation (acceptance, harmony), revelation (unconditional love) or transfiguration (joy). Again, they need the soma and RAS #8 chakra (chakras 6th-8th). 

Response: Better with short-term memory using habits and addictions based off of facts, forms/functions. They tend to focus again on the present and immediate situation. Which dysfunction of the Vagus Nerve and RAS and the soma chakra leads to negative perceptions and meaning of being angry– dominance, fight/flight (flee) and accelerated speed and varied processing. 

Hyper-proprioceptive, somatic and vestibular (hyper-gross motor ability (cerebral palsy). They are active and about doing things. 

Hyer-norepinephrine (diligence- fight, flight, flee & hyperarousal). Reactive with anger and have hyper-speed (accelerated) processing and long-term memory issues. If they have autism, they are known as `runners”. They think of the present and reacting instantly gets them to the What? Much faster. Therefore, for them what Is important to answer. 

Hyper-visual processing leading to convergence and other visual processing issues (Third-eye chakra #6, Pons area of the brain-Soma chakra, #8 for RAS). Both: Left-Lateral Dominance= Autism can have Irlen Syndrome which is a problem processing light (more common). 

See graph below- If your body is toxic, it cannot maintain health such as Autoimmune diseases. Stimulating your liver with the detoxification layout releases toxins and encourages your lymphatic system to remove them, bringing about a physical cleansing.  A Yellow Jasper or Obsidian at your solar plexus stimulates an emotional detox as well. This with Smoky Quartz, Drusy Chrysocolla energetically stimulates liver function and moves heavy metals out of the body.

Also, it leads to abnormal neuroplasticity. 

Students with Shamea Parasympathetic System Function Dominance…Therefore, hypo-sensory processing, slow and varied speed processing will be regulated!!! Students will no longer have—Known as being evaluative- visual spatial reasoning learns best by “doing”, “whole-picture”, “out-side of the box” thinkers, 3-D learner. Needing Attunement- ex. I am Enough. Under stress, is known to freeze and “rest and digest” response which is related to the autonomic nervous system. They can be ultra-spiritual. They consider how they feel for God. Note: Students with Parasympathetic System Function Dominance have a dopamine deficit; therefore, have lessened pleasure, reward, motivation, and euphoria (meaning and motivation). 

Speaking of the heart and not feeling “enough”- They may have problems with receiving empathy, wisdom, hope, power, willingness, intuition, destruction (death, guilt, shame), entrapment (desire, lust, fear), release (courage, trust), transformation (acceptance, harmony), revelation (unconditional love) or transfiguration (joy), surrendering (due to pride), acceptance (gives resistance, judgment based off evaluation (outward appearances, not listening/hearing/speaking to the heart of someone), compassion, beauty, joy, mercy, attachment and attunement. Again, they need the alta major and RAS #8 chakra chakras 6th-8th).

Response: Better with long term memory based off of perceptions and choices for meaning (past and future) and motivation (autonomy and attunement), based on past experience and need for future reference. Therefore, they tend to focus and filter based on the past/future. Which dysfunction of the Vagus Nerve and RAS and the alta major chakra, this leads to filters of shame, subordinance, freeze, and slow speed and varied processing.  

Hypo-proprioceptive, somatic and vestibular (hypo fine-motor ability dysgraphia). They can be considered less active and have poor handwriting. .  

Hypo-norepinephrine (diligence-freeze, hypoarousal, mainly; poor short-term memory retrieval). Filters with shame and have slow speed processing and short-term memory issues. Remember, they are thinking of the past/future not so much the present. Their meaning is not present related as much as the need for the future and past. Why? Therefore, for them why Is important to answer. 

Right-lateral dominance: Dyslexia, aspergers, can have language deficits including dysnomia, dyspraxia (speech) and even dysphasia with both possibly having dyscalculia. Right-Lateral Dominance= Autism can have language deficits including dyspraxia (speech disability) and even dysphasia with both possibly having dyscalculia (less common).  

Hypo-auditory processing leading to dyslexia and other central auditory processing issues and sometimes a dyspraxia (speech disability) (Throat #5, Pons area of the brain-Alta major chakra #8 RAS (chakras 6th-8th). 

Also, it leads to abnormal neuroplasticity.

NOTE: Total Functional System Dominance can have all. Exercises & Activities for Lateral (Para/Sym-above)  & Total Functioning System Dominance- It is for the mind, senses, body and spirit: On a physical and mental level, the goal is the vagus nerve and RAS & ACC/HPA to be functioning in alignment in the chakra system and balance of electromagnetism with mainly complementary to medicine such as: On a physical, mind and sensorial level, color/sound therapy, yoga, meditation, prayer/praise & worship, affirmations and breathing techniques. On a metaphysical and spiritual level, they can gain autonomy and attunement, release anger and/or shame and replace with strength and empathy to have bliss/peace, harmony, gratitude, comfort and unconditional love (removing all fear).

 

Essential Oils,  Foods, Herbs, Spices: shot of OJ with meal for absorption of nutrients which is deficit in both of the functional dominance systems!

*think of daily allowance of caloric intake along with sugar, caffeine, sodium

Avoid caffeine, sugar as stimulant

Dsyeidetic (visual) Dyslexia

Anger Sympathetic System Functional Dominance-

Dysphonetic (phonetic) Dyslexia

Shame Parasympathetic System Functional Dominance-

Lavender

Vetiverb

Blue Cyprus

Tangerine

Marjoram

Orange

Myrrh

Geranium

Clary Sage

Bergamot

Lemon

Lemongrass

Cypress

Chamomile

Supplements:

Magnesium

Vitamins B & C

Calcium

Zinc

Fish Oil

Bacopa

Kava Kava

Rhodiola

Cabbage Rose

Chebulic Myrobalan

Belleric Myrobalan

Annonaceae

Betulaceae

Geraniaceae

Rutaceae

Turmeric Curcumin with Bioperine

Jarrow Formulas Milk Thistle (Silymarin Marianum)

Ashwagandha, Mulungu, Hops, DLPA, Licorice Root, Valerian, Kava Kava, Passion Flower, Chamomile and Lemon Balm

Vata Massage Oil

Geranium

Ylang Ylang

Marjoram

Blue Cypress

Callitis

Peppermint

Rosemary

Rose

Clove

Basil

Eucalyptus

Lemongrass/Lemon

Dyslexia EO’s- peppermint, ginger, lavender, and lemon essential oils. Essential oils are inhaled through an infuser (1 hour, 3 X a day) or diluted in a carrier oil before being applied topically.

Supplements:

Zinc

Magnesium

Vitamin B12

Vitamin D

Arjuma

Amla

Brami

Boerhavia

Guggul

Sacred Lotus

Burseraceae

Cupressaceae

Ericeae

Superfoods (Red & Green Foods and Indian Mulberry)

Rosaceae (such a Rose Hips)

Beet Root

Pomegranate Extract

Willow

Aschwanda

Omega 3 Fish Oil, Strawberry Flavor

Korean Red Panax Ginseng 1000mg – 1

North Atlantic Kelp

Ashwagandha

Rajat Bhasma

Kappa Massage Oil

#3 (anger-yellow) Solar plexus – pancreas – digestive system – gas, bloating, liver issues, stomach ulcers, eating disorders, lack of confidence, procrastination

  • Yellow foods
  • Carbohydrate
  • Fiber
  • Sweeteners
  • Whole grains
  • Legumes
  • Starchy vegetables
  • The Basics: Soluble fiber, vitamins and minerals
  • Blood sugar support
  • Digestive support
  • Liver support
  • Metabolism support
  • LOTS OF WATER!

#6 Third eye (strength-violet) – pituitary – eyes – depression, poor eyesight, hormonal imbalances, poor intuition

  • Blue-purple foods
  • Flavonoid-containing foods
  • Cocoa
  • Caffeine/Alcohol
  • Amino acids for neurotransmitters
  • Fatty acids
  • Vitamins and minerals
  • Neurotransmitter support
  • Sleep support
  • Eye/Vision support
  • Cognition support
  • LOTS OF WATER!
#1 Root (shame-red)– base – adrenals – colon issues, lower back pain, varicose veins, emotional issues around money and security.

  • Red foods: beet root, pomegranate, red apple, red tart cherry
  • Protein
  • Minerals
  • Root vegetables- slightly cooked
  • The Basics: Protein powders,
    insoluble fibers, vitamins and minerals
  • Adrenal support
  • Anti-inflammatory support
  • Immune health
  • Joint health
  • LOTS OF WATER!

#4 Heart (empathy-green)– thymus – lungs – heart and lung problems, asthma, allergies, fear of intimacy

  • Green foods
  • Cruciferous vegetables
  • Leafy greens
  • Fruits and legumes: exotic rambutan, durian, mouse melon, soursop, kaffir lime, and jackfruit
  • Phytochemicals, phytosterols, phytoestrogens
  • Chlorophyll
  • The Basics: Specific amino acids and proteins
  • Vitamins and minerals
  • Blood lipid support
  • Circulation support
  • Coenzyme Q10
  • Green food powders
  • LOTS OF WATER
  • Certain Spices and Herbs: turmeric, ginger, paprika, clove and fennel
  • Dopamine Supplements: foods rich in Tyrosine. In order to make dopamine, your body needs tyrosine which can be found in almonds, bananas, avocados, eggs, beans, fish, and chicken. Probiotics.
  • Pre/Probiotics are live microorganisms that line your digestive tract
  • Mucuna Pruriens. Mucuna pruriens is a type of tropical bean native to parts of Africa, India and Southern China.
  • Ginkgo Biloba.
  • Curcumin.
  • Oregano Oil.
  • Magnesium.
  • Certain Spices and Herbs: cayenne, thyme, parsley, basil, cinnamon, cumin, fenugreek seeds, onion powder, rosemary,  mint, oregano, dill, sage, garlic  nutmeg, and vanilla.
  • Serotonin Supplements: Pure tryptophan. Tryptophan supplements contain much more tryptophan than food sources, making it possibly more likely to reach your brain.
  • SAMe (S-adenosyl-L-methionine
  • 5-HTP.
  • St. John’s Wort.
  • Pre/Probiotics.
  • Eggs. The protein in eggs can significantly boost your blood plasma levels of tryptophan, according to recent research
  • Cheese. Cheese is another great source of tryptophan
  • Pineapples.
  • Tofu.
  • Green Tea.
  • Salmon.
  • Nuts and seeds
  • Turkey
Color Therapy and Tapping

(Blue-see violet below) is associated with immortality, courage,  or protection (tap on the throat, or massage if hypersensitive)

(shame-red)– reduces shame excites us and inflames our passions, creativity (tap on the collarbones, or massage if hypersensitive) 

(empathy-green & pink) reduces shame tends to make people feel loved and protected but also can cause feelings of lethargy. (tap on the breastbone, or massage in a diamond shape if hypersensitive) 

(anger-yellow) reduces anger with represents joy or optimism and can calm you and help you think more clearly.  (tap on the top of the middle head on both sides, or massage in a diamond shape if hypersensitive) 

 

Cook’s Dyslexia Help Take Away for Classroom and Learning

https://lookingtohealourownlearningdifference.org/author/tcookedu/

Dsyeidetic (visual) Dyslexia

Anger- Sympathetic System Functional Dominance- 

Dysphonetic (phonetic) Dyslexia

Shame- Parasympathetic System Functional Dominance- 

 

 
 
 

 

 

 

 

 BOTH
Total Functional System DominanceStrengthsGames: https://pbskids.org/pinkalicious/games/pinkcredible-story-maker

For Sequencing, Categorizing and Visual Memory (Do Daily): (pic.-pic) http://jumpingfishes.com/memory/’ 
 
 
(word-word)
 
 

Why This article??? https://learningspecialistmaterials.blogspot.com/2018/01/dysphonetic-and-dyseidetic-dyslexia.html?fbclid=IwAR2k99emALSdT-ETmjhnOoFsN_l0CTXT1DQei4yZWleDD6O9B8CiCb59Ej0

 

 

Resources:

Strengths of a NeuroDifferences– Cook’s Independent Tutoring, Coaching & Consulting Links: http://tcookedu.blog/2020/03/14/strengths-of-learning-differences/ 

Brain research: http://www.bu.edu/research/articles/dyslexic-br ain/    

https://ed.ted.com/lessons/what-is-dyslexia-kelli-sandman-hurley?fbclid=IwAR2grf1e4vk_KsEgpgbxPvI5JFOt-TZUyAV_dkxfeThllwLgkckoRzPEH00  

What is Dyslexia? Everything You need to Know: https://www.dyslexia-and-literacy.international/ONL/EN/Course/S1-1.htm

What is stealth dyslexia? https://www.understood.org/en/community-events/blogs/the-inside-track/2015/03/04/stealth-dyslexia-how-some-dyslexic-students-escape-detection?_ul=1*qrde0a*domain_userid*YW1wLUNhT0MxSVo4UXpLRXg1bTlqUThORWc.

Multisensory Structured Language Teaching article/fact sheet: https://dyslexiaida.org/multisensory-structured-language-teaching/

Multisensory Teaching Approaches for Dyslexia: https://www.thoughtco.com/multisensory-approaches-for-dyslexia-3111175

What is CAPD and Filtering? https://therapyshoppe.com/therapists-corner/113-the-filter-that-changed-her-life

What are of  8 the most common VPD? https://www.churchillstl.org/learning-disability-resources/visual-processing-disorder/

https://ilslearningcorner.com/2016-06-oculomotor-dysfunction-why-my-child-skips-words-cant-cross-the-midline-experiences-double-vision/?fbclid=IwAR01uM41xmkihCeypiyIagKq2O7wNvZ4F3ryLWnbzSpkEuFYbDfa1-F-n5w

What is Irlen Syndrome?  https://irlen.com/what-is-irlen-syndrome/

What does a reading specialist with OG do? https://www.understood.org/en/learning-thinking-differences/treatments-approaches/working-with-clinicians/what-is-a-reading-specialist

Could your child have slow speed processing? https://www.understood.org/en/learning-thinking-differences/signs-symptoms/could-your-child-have/im-concerned-my-child-might-have-slow-processing-speed-now-what?_ul=1*qrde0a*domain_userid*YW1wLUNhT0MxSVo4UXpLRXg1bTlqUThORWc.

Should I  consider autism?Researchautism.org. (2019). [online] Available at: https://researchautism.org/wp-content/uploads/2016/11/An_Educators_Guide_to_Asperger_Syndrome.pdf [Accessed 16 Dec. 2019].

Autism-watch.org. (2019). [online] Available at: https://www.autism-watch.org/general/nimh.pdf [Accessed 16 Dec. 2019].

Autismspeaks.org. (2019). [online] Available at: https://www.autismspeaks.org/sites/default/files/2018-08/Parents%20Guide%20to%20Autism.pdf [Accessed 16 Dec. 2019].

https://www.ohsu.edu/sites/default/files/2019-04/ASD%20DSM-5%20Parent%20Interview%20Final%20%281%29.pdf viewed on 12/16/2019.

http://ccea.org.uk/sites/default/files/docs/curriculum/guidelines_general_strategies/sen-gifted_general_checklist.pdf viwed on 12/16/2019.

Should I consider ADHD? https://www.understood.org/en/learning-thinking-differences/child-learning-disabilities/add-adhd/adhd-and-anger-what-you-need-to-know?_ul=1*dgj4z7*domain_userid*YW1wLUNhT0MxSVo4UXpLRXg1bTlqUThORWc.

 

Other Resources:

Dyslexia & Literacy Difficulty – Link: https://www.dyslexia-and-literacy.international/ONL/EN/Course/Media/Rosereport.pdf

Dyslexia in the Classroom What Every Teacher Needs to Know handbook from IDA: https://dyslexiaida.org/wp-content/uploads/2015/01/DITC-Handbook.pdf

Cracking the Code of Dyslexia: https://www.cbsnews.com/news/cracking-the-code-of-dyslexia/?fbclid=IwAR32hRWPQHZArF85Kqo1t7Tefo5tmNuXVCXeRJYVGvWf156j0pLcKSNguuQ

See Dyslexia Differently: https://www.youtube.com/watch?v=11r7CFlK2sc#action=share

 Brain research: http://www.bu.edu/research/articles/dyslexic-brain/                                      

Understanding Dyslexia (Child Mind Institute):  https://childmind.org/article/understanding-dyslexia/

Why We Should Teach All Kids Like They Have Dyslexia: https://www.tes.com/news/school-news/breaking-views/why-we-should-teach-all-pupils-if-they-have-dyslexia

20 Things Only Parents of Children with Dyslexia Would Understand: http://www.lifehack.org/285680/20-things-only-parents-children-with-dyslexia-would-understand

 Creating a Dyslexia-Friendly Classroom: https://www.thoughtco.com/creating-a-dyslexia-friendly-classroom-3111082 

What I Wish Every Teacher Knew about Dyslexia: https://www.youtube.com/watch?v=303uulbfR3I

Multisensory Learning article: http://www.dyslexia-reading-well.com/multisensory-learning.html

Article from the University of Nebraska on the benefits of coteaching and helping students achieve: https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1038&context=mathmidsummative

Dyslexia: What Every Educator Needs to Know from Reading Horizons: https://www.readinghorizons.com/Media/Default/Documents/Resources/Dyselxia%20E-Book.pdf

Working Together to Address Dyslexia in the Classroom: https://zoom.us/webinar/register/8015698799059/WN_ew-UClTKR7KNsntlyDQlbA

Spelling “games”:  https://www.beatingdyslexia.com/spelling-games.html

Eight Multisensory Techniques for Teaching Reading: https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/8-multisensory-techniques-for-teaching-reading

Susan Norton teaches an Orton-Gillingham multisensory lesson with a 4th grade student video: https://www.youtube.com/watch?v=JiZvSvALo-4

Making Multisensory Tools for Your Classroom: https://www.youtube.com/watch?v=ucm_Y5SnHVg#action=share

Using Multisensory Methods: https://www.youtube.com/watch?v=qWBjBq73oR4#action=share

Successful Careers: The Secrets of Adults with Dyslexia – http://dyslexiahelp.umich.edu/sites/default/files/SuccessfulCareersDyslexiaFink.pdf

Teacher Strategies for Dyslexics: https://static1.squarespace.com/static/5c38560bb98a78f7ba7097bd/t/5c3d6466758d469a54f349c9/1547527271766/dyslexia_handbook_teacherstrategies.pdf

How to Help Build a Dyslexic Child’s Self Esteem  https://www.dyslexiafriend.com/2010/07/how-to-help-build-dyslexic-childs-self.html

Five Steps to Boost a Young Dyslexic’s Self Confidence:https://blog.dyslexia.com/five-steps-to-boost-a-young-dyslexics-self-confidence/

Assistive Technology Suggestions:

Geemarc Wireless Keyboard and Mouse: http://www.dyslexic.com/product/geemarc-wireless-keyboard-and-mouse/

iPad Dyslexia Keyboard: https://www.ghotit.com/iPad-dyslexia-keyboard/

Monster 2 Keyboard: http://www.dyslexic.com/blog/monster-2-keyboard/

FREE Dyslexia Resource Links from Clever Classroom: https://www.teacherspayteachers.com/Product/FREE-Dyslexia-Resource-Links-353776

Nine Ways to Build Phonological Awareness in Pre-K and Kindergarten: https://www.understood.org/en/school-learning/learning-at-home/encouraging-reading-writing/9-ways-to-build-phonological-awareness-in-pre-k-and-kindergarten

 

75 Digital Tools and Apps Teachers Can Use to Support Formative Assessment in Class:https://www.nwea.org/blog/2019/75-digital-tools-apps-teachers-use-to-support-classroom-formative-assessment/

#dyslexia, #dyslexiahelp, #elbert, #epigentics, #learningdifference, #neurodiversity#myelbert: Checkout https://myelbert.com, #neurounderstanding, #RAS

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