Dyslexia Help

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I just published my Dyslexia Help (Cook, 2020) for parents, tutors, and teachers information: https://lookingtohealourownlearningdifference.org/author/tcookedu/ (scroll to what your child needs- I hope it helps!!) NOW On your phone, Find your Free Dyslexia Help NOW HERE: https://linktr.ee/tcooktutor (press FREE Dyslexia Help)
Helping Those with a Neurodifference Enjoy Learning Again!: “ELBERT™ develops connection, trust, and love by instilling curiosity, autonomy, and attunement in our students.”
— Read on simplebooklet.com/dyslexiahelp
International? Needing dyslexia tutoring help contact me via Telegram Here; If you consider online tutoring, I’m an available dyslexia interventionist!
Tricia Cook, MEd., RSP, AOG; https://linktr.ee/tcooktutor

Dyslexia Help: Building Fluency

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Goal: 1) The students will listen to their own recorded Fluency including Prosody,  Rate, and Expression Objective. 2) The students will read independently, with speed, accuracy, and expression, as they will asses the recording of text being read fluently by themselves. Find books on their level here: https://www.scholastic.com/teachers/bookwizard/

Materials: • A copy of the same book or independent-level reading material for each student (such as Kitten’s First Full Moon). • The Story Corps App.: https://storycorps.org/participate/storycorps-app/ recording of an individual reading the book or reading material in a fluent and expressive manner • cellphone with  earphones, if appropriate

Lesson: Give each student a copy of the book. If earphones are appropriate, provide these also. Then, 1. Tell students that as they listen to the material being read, they are to track the print and reading into StoryCorp App. 2. Make sure students are following the text as it is being read. Encourage them to note the speed and expression of the reader (Hint: Fluency remind me of Goldilocks- can’t read too fast or too slow but just right!) 3. At the end of the selection, , re-play the reading and discuss the rate and expression of the reader. If appropriate, specifically noting the times when the reader’s voice changes pitch or intonation. 4. Re-Read the book aloud again while repeating the rate and expression and possibly making adaptations.

Extensions: 1. Using StoryCorp. they can “publish” book recording and adding a picture cover. 2. Share with friends and family. 3. Revisit their own readings. 4. Makeup own stories told into StoryCorp- one day, write them down for preservation and practice! 3. Have the students listen to free or other  audio books for dyslexic students https://learningally.org/About-Us/Why-Audiobooks; https://www.scholastic.com/teachers/bookwizard/https://librivox.org/;

 

https://www.facebook.com/StoryCorps

 

Learn More: www.myelbert.com

 

Please Share Dyslexia Help: https://myelbert.com/2020/10/29/dyslexia-help-building-fluency/ Thanks, @scholastic;@StoryCorps , #dyslexia #dyslexiaawareness #adhd #dyslexic #autism #dyslexiaeducation #dysgraphia #dyslexiaadvocate #education #dyslexiasupport #specialeducation #learningdisabilities #dyscalculia #dyspraxia #specialneeds #saydyslexia #dyslexiaisreal #dyslexiapower #learningdisability #learning #madebydyslexia #neurodiversity #reading #dyslexiamom #learningdifficulties #ortongillingham #dyslexicadvantage #autismawareness #asd #bhfyp #storycorps #learningally #librivox #scholastic

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

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

Cook’s Resume

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Patricia F. Cook

Email: tcooktutoring@gmail.com

Website: www.myelbert.com

tcooktutor, dyslaxiahelp; @help_dyslexia @tcook2017

 

Education/Certification:

2015-University of Alabama Birmingham, Doctoral Student (Fall 2015 into PhD in ECE/Reading on hold)

2013-Orton-Gillingham, Greengate School of Tutor Training (AGOPE Program, Associate Certification-Dyslexia Interventionist)

2012-University of Alabama, Masters of Secondary Education Degree with P-12 Reading Specialist Certificate (H.Q. 2012/G.P.A. 3.67)

2008-Atlanta Montessori Teacher Education (Toddler AMS Certification)

2000-Auburn University Speech and Hearing Clinic (210 hours of SLP, Status 10 Program)

1998-Auburn University, Undergraduate in Early Childhood Education Degree with P-3 Teaching Certificate (H.Q. 2012)

 

Litterateur Experience:

2020- Setting Up Montessori By Tricia Cook, Reading Specialist

2020- Pencils, Poetry, & Prose By Tricia Cook, Reading Specialist

2020-Overcoming By Overcompensation: Cook’s Comprehension Handbook

2020- Understanding Your Child’s Dyslexia Course By Tricia Cook, Reading Specialist

2020-I Signed My Own Permission Slip: Permission Taken (Co-Author, Contributor)

2020- ELBERT™: EVERYONE LEARNS BETTER EMBRACING REVOLUTIONARY TEACHING!!! (Literacy Program)

2020- Looking to Heal Our Own [Learning] Difference Through Our Very Own DNA: An alternative perspective from the spirit, soul, and body. (WordPress/Medium Article) 

2019- Oh, Good Golly: Capturing Language in Students with Dyslexia from a Montessori Perspective (Literacy Program)

2019- Body Talk: Finding the Beauty In You (Co-Author, Contributor)

 

Education Experience:

  • Cook’s Independent Tutoring, Coaching, and Consulting, LLC. (Dyslexia & Behavioral Interventionist)
  • The Gathering Place Christian Academy (Behavioral and Literacy Interventionist)
  • M-Power Ministries Adult Basic Education Center (Literacy Manager)
  • Stonecreek Montessori Academy (Lead Teacher)
  • Primrose School (Kindergarten Lead Teacher)
  • Talladega City Schools-Hal Henderson (Lead Pre-K Teacher, Reading Interventionist Practicum Student)
  • Alabama’s Office of School Readiness (Technical Assistant/Trainer)
  • J.S.B Montessori Academy (Toddler/Primary Lead Teacher)

 

Tutoring Experience:

-Cook’s Independent Tutoring, Coaching, and Consulting, LLC. (Dyslexia & Behavioral Interventionist)

-M-Power Ministries (Adult Literacy Tutor)

-Reading & Math Center- Hoover (Tutor)

-Club Z Tutoring (Tutor)

-Reading Recovery (Tutor)

-Building Bridges (Adult Literacy Tutor)

-South Baldwin County Literacy Council (Adult Literacy Tutor/Trainer)

-Mount Laurel Elementary School (Reading Coach Intern)

-Alabama Game Changers (Tutor)

-Independent Tutoring (Tutor)

 

Presenting/Technical Assistance/Consulting:

  • Office of School Readiness (OSR)- Montgomery, Shelby, Jefferson, Clay, Calhoun, Mobile, Baldwin, Lawrence, Talladega, Cleburne, Cherokee Counties (training/ technical assistance/presenter)
  • Gulf Region Early Childhood Services (GRCMA)- Mobile & Baldwin Counties (training/presenter)
  • South Baldwin County Literacy Council-Baldwin County (consulting/training/ presenter)
  • UAB’s MidSouth Reading and Writing Conference (two consecutive years)- Jefferson County (volunteer/presenter)
  • M-Power Ministries (Literacy Education Center)- Jefferson County (consulting/ presenter)
  • Alabama PreK Conference (two consecutive years with OSR)- Montgomery County (training/program presenter)
  • Community Action Partnership of North Alabama (partnership with OSR)- DeKalb County (training/presenter)
  • Hoover Library (Teen Section)-  Jefferson County (volunteer/presenter)
  • Cook’s Independent Consulting (various)

 

Training/Professional Development:

-Jean Piaget- Constructivist Theory (Auburn University-Auburn)

-Reading Recovery (Auburn University-Auburn)

-Maria Montessori (Atlanta Montessori Teacher Education Center)

-Dr. Vincent Goetry MOOC Online Course from Dyslexia International’s Sharing Expertise (University of London’s Curriculum, Online)

-Dyslexia and Morphology & Logic of Sight Words with Ellen Meyer and Mary McBride, O-G Fellows, owners of LanguageInsights, LLC.  (Online, 2020)

-Jill Hams- Children’s Dyslexia Center of Georgia (Handwriting Online Program)

-Juanita Copley- Mathematics in Action (OSR/JCCEO-Birmingham)

-Orton-Gillingham Math Training with Jennings Miller (Alabama Game Changers- Jefferson County)

-Dr. Vincent Goetry MOOC Online Course from Dyslexia International’s Sharing Expertise (University of London’s curriculum, Online)

-Participant along with 20,000 Leaders (Online, 2020)

-Becky Bailey’s Positive Discipline (NAEYC Conference-Dallas)

-UAB’s MidSouth Reading and Writing Conference (Jefferson County)

-GOLD and CLASS training with OSR (Montgomery County)

-Literacy Council of Central Alabama Tutor Training (Birmingham)

-Auburn Speech and Hearing Clinic- Status 10 Program for Audiology & Speech Pathology (Auburn University-Auburn)

-Creative Curriculum (JCCEO/OSR-Jefferson County)

-Dr. Jean Feldman-Music and Movement Training (OSR- PreK Conference- Montgomery)

-Train the Trainer (CCR-Birmingham)

Conscious Parenting By Dr. Shefali Tsabary (Online Course)

-Harvard University-Catherine Snow’s Learning to Talk by Talking (Online Course)

-Alabama International Dyslexia Association- Dyslexia Simulation (Jefferson County)

-Houghton-Mifflin Teacher Training (Department of Children Affairs Office- Montgomery)

-Word Wise Tutor Training (Hoover Center-Birmingham)

-Samford’s Summer Institute Teacher Training (Cahaba Grand Conference Center- Birmingham)

-AMSTI- ECE Pre-K Kit Training (Alabama’s Math, Science, Technology Institute- Pelham)

-Dr. Jane Nelson- Positive Discipline (Online Class)

-Yetta Goodman- Language and Literacy (MidSouth Reading and Writing Conference- Birmingham)

-OSR Technical Assistance Training and ECERS-R by Kaplan (Department of Children Affairs Office-Montgomery)

-Educate Alabama Training (Talladega County)

-OSR Lead-Teacher Training (Department of Children Affairs Office-Montgomery)

-Mr. Greg and Steve- Music, Moving and Learning (Baldwin and Montgomery County)

-Kaplan-ECER-R: TA Training (Department of Children Affairs Office-Montgomery)

-High-Scope (Department of Children Affairs Office-Montgomery)

-IDA-AL Fall Conference: Rise To The Challenge Training (2018-2020, Mobile and Jefferson County)

 

Professional Organizations, Affiliations, and Memberships:

 Member of The Dyslexia Foundation- An Affiliate of  ACADEMIC CENTERS FOR EXCELLENCE (2018-Present)

AGOPE Member/Friends

Other

  • ARA-Alabama Reading Association (past)
  • BARC-Birmingham Area Reading Council (past)
  • NAEYC, AAEYC & SECA (past)
  • AMS-American Montessori Society (past)
  • IRA- International Reading Association (past)

 

*reference upon request
Annotation 2020-04-14 161548

Cook’s Online Fall Fun Educational Series Schedule

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The launch of my ELBERT™ classes went very well this summer with a few classes!  This fall I’m offering many more tutoring sessions, intervention and enrichment classes as well as evaluations! Please look for my other classes (BELOW) starting Aug. 24!!! If you’re on OUTSCHOOL- times vary from below], some classes start earlier on August 3rd…if you want to learn about my other classes and/or individual help go to www.myelbert.com or https://myelbert.com/2020/07/11/cooks-fall-fun-educational-series/ for more information.

In my classes and sessions,  I cover the affirmations of strengths of having a neurodifference and view them as “gifts” such as we are highly intelligent and have the ability to use tools and strategies to compensate for struggles to read, write, or spell.  We may excel at thinking of “outside the box” solutions, seeing a problem from many different sides, and spatial relationships along with the ability to think in 3 dimensions. We often have intuitive and insightful, well-developed social awareness and emotions while possessing a lexicon of words to help with the synonymous “whys of dyslexia”. We also have deep and holistic, list-form thinking, problem-solving, and building/constructing abilities, computer skills, and gaming strategies. Lastly, we seek out endeavors of creative, imaginative, visual, artistic, and visionary skills while taking on inventing and innovating pursuits.

Tutoring Sessions

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Description: Reading Specialist Ready To Help: Reading (Emergent/Advanced- ALL LEVELS) One-on-one tutoring and Now I offer it also in small group sessions (ages 7 plus)  with explicit teaching on Emergent/Beginning phonemic awareness, alphabetic principle, and letter-sound relationship to develop their phonic accuracy, automaticity, and self-regulation. This class is also a very systematic, structured, and sequential manner. The small group is only $20 a session. Times are still TBA!!!

I tutor one-on-one  in the following areas:

READING (ALL LEVELS)

Grade Readiness

Math Including Applied Word Problems

Listening Skills & Working Memory

Spelling & Sight Words

Expressive & Receptive Language

Handwriting Including Cursive

Vocabulary & Comprehension Including

Content Literacy, Text Analysis, & Reading In Research

Why This Class: I cover the affirmations of strengths of having a neurodifference and view them as “gifts” such as: We are highly intelligent and have the ability to use tools and strategies to compensate for struggles to read, write, or spell.  https://myelbert.com/2020/05/16/oh-good-golly-capturing-language-in-students-with-dyslexia-from-a-montessori-perspective/

https://www.dyslexia-and-literacy.international/ONL/EN/Course/S3-2-2.htm (see characteristics of multi-sensory methods)

Offered: Zoom.us, Work With Me ON A Time That Is Convenient For You

Cost:  30 min. $45 per session ($35 each for 2)

45 Min. $55 per session ($45 each for 2)

60 Min $65 per session ($55 each for 2)

 

Outschool Small Group LInk [Outschool students ONLY-times May vary]: https://outschool.com/classes/reading-specialist-offering-dyslexia-help-using-orton-gillingham-and-montessori-methods-3ZZLn51i?usid=6gxi3xHF&signup=true&utm_campaign=share_activity_link

 

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Description: Conquering Big Words is a small-group class (ages 12 plus) with explicit teaching on Intermediate/Advance letter-sound morphology to develop their phonic accuracy, automaticity, and self-regulation as well as vocabulary knowledge. This class is also very systematic, structured, and sequential manner. Max. 4 per class.

Why This Class: We may excel at thinking of “outside the box” solutions, seeing a problem from many different sides, and spatial relationships along with the ability to think in 3 dimensions.https://myelbert.com/2020/05/16/oh-good-golly-capturing-language-in-students-with-dyslexia-from-a-montessori-perspective/

https://www.dyslexia-and-literacy.international/ONL/EN/Course/S3-2-2.htm (see characteristics of multi-sensory methods)

Offered: Zoom.us, Mondays 10:00-10:30 am, Fridays 4:00-4:30 pm CST USA, That Is Convenient Other Times

Cost:  $20 per session

Outschool LInk [Outschool students ONLY-times May vary]: https://outschool.com/classes/conquering-big-words-word-attack-skills-for-unique-learners-mmxf1IvT?usid=6gxi3xHF&signup=true&utm_campaign=share_activity_link

Description: The Enrichment Class (ages 10+) small group class helps dyslexic students become successful spellers by using the ultimate word study. I intertwine sight words, vocabulary, etymology, phonology, morphology, and even grammar for the ultimate word study.

Why This Class: Their success in spelling rolls into every subject and everything they do!!

https://docs.google.com/presentation/d/15jFgZrHoPAVD1u7mzJHtBkmCNC9FPhTl1FofEn6C8hY/edit?usp=sharing

https://www.oakton.edu/user/3/gherrera/Greek%20and%20Latin%20Roots%20in%20English/greek_and_latin_roots.pdf  

Offered: Zoom.us, Tues. 1:00-1:30, Wednesdays 3:30-4:00 pm CST USA, That Is Convenient Other Times

Cost:  $20 per session

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Description: The Introduction to Thinking Maps, small group class (ages 7 plus), is a necessary intervention class for unique learners to strengthen students’ own  evaluative skills and develop their weaknesses in analysis, working memory, and organization into a strength. Max. 4 per class.

Why This Class: We seek out endeavors of creative, imaginative, visual, artistic and visionary skills, inventing and innovating pursuits. http://lookingtohealourownlearningdifference.org/looking-to-heal-our-own-learning-difference-through-create-and-solving-word-problems-based-on-real-world-needs-desired-solutions/

Offered: Zoom.us, Wednesdays @10:15-11:00 am or Fridays 5:00-5:45 pm CST USA, Other Times TBA

Cost: $20 per session

Outschool Link [Outschool students ONLY]: Introduction to Thinking Maps: A Great Strategy for Visual Learners: https://outschool.com/classes/introduction-to-thinking-maps-a-great-strategy-for-visual-learners-bIkIrcdg?usid=6gxi3xHF&signup=true&utm_campaign=share_activity_link

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Description: This ELBERT™ is called Remembering Calm: Helping Those with a Neruodifference Enjoy Learning Again!! This a small group class for ages 12 plus which helps students examine every aspect of developing the skill of listening! The ELBERT Program promotes confidence, pleasurable learning, self-directed neuroplasticity, and connection (meaning & motivation) with calming spiritual and holistic methods such as meditation, affirmations, breathing and moving exercises. Max. 4 per class.

Why This Class: We also have deep and holistic list-form thinking, problem-solving and building/constructing abilities, and tactile/ kinesthetic abilities. http://tcookedu.blog/2020/03/04/speaking-of-the-whole-child/

http://tcookedu.blog/2020/03/14/strengths-of-learning-differences/ 

https://myelbert.com/2020/02/27/looking-to-heal-our-own-learning-difference-through-our-very-own-dna-an-alternative-perspective-from-the-spirit-soul-and-body-cook-t-2020/#.Xw0NOyU1iaM 

Offered: Zoom.us, Tuesdays & Thursday 10:15-11:00 am or Wednesdays 5:00-5:45 pm CST USA, Other Times TBA

Cost: $35 per session, $10 a session for Current Students!!

Outschool Link [Outschool students ONLY]: https://outschool.com/classes/elbert-listening-skills-training-for-students-with-unique-learning-differences-pjbuFTUy?usid=6gxi3xHF&signup=true&utm_campaign=share_activity_link

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Description: This CMC small group class is a Creative Writing (Poetry & Short Story) ages (10 plus): Literacy intervention class that is great for students with literacy struggles to gain confidence in their writing. Includes list-form thinking, I use the way students think best and transform it into creative composition such as poetry, prose, and short stories. This class is also very systematic, structured, and sequential manner while I “follow the child”. Max. 4 per class.

Why This Class: We seek out endeavors of creative, imaginative, visual, artistic, and visionary skills, inventing and innovating pursuits. https://play.google.com/books/reader?printsec=frontcover&output=reader&id=F3jJJgAAAEAJ&pg=GBS.PA6

http://lookingtohealourownlearningdifference.org/looking-to-heal-our-own-learning-difference-through-poetry/

http://lookingtohealourownlearningdifference.org/looking-to-heal-our-own-learning-difference-productivity-in-dyslexic-brain/

Offered: Zoom.us, Mondays & Fridays 10:30-11:00 am (poetry) or Mondays & Fridays (short story) 4:30-5:00 pm CST USA, Other Time TBA

Cost: $20 per session

Outschool Link [Outschool students ONLY]: The Coat of Many Colors (CMC): A Creative Writing Literacy Intervention Class: https://outschool.com/classes/the-coat-of-many-colors-a-creative-writing-literacy-intervention-class-W9a1rN0y?usid=6gxi3xHF&signup=true&utm_campaign=share_activity_link

 

Enrichment Classes

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Description: Reading In Research: Historical Fact or Fiction is a small group class (ages12 plus) to develop vocabulary, text analysis, & comprehension through text research as well as to develop their reading fluency and active building of meaning. Max. 8 per class.

Why This Class: We often have intuitive and insightful, well-developed social awareness and emotions while possessing a lexicon of words to help with the synonymous “whys of dyslexia”. http://lookingtohealourownlearningdifference.org/looking-to-heal-our-own-learning-difference-through-create-and-solving-word-problems-based-on-real-world-needs-desired-solutions/

https://myelbert.com/2020/03/28/speaking-of-the-whole-child-again-where-did-you-get-the-inspiration-to-write-the-program-elbert/#.XxWNTOdOkl0

http://lookingtohealourownlearningdifference.org/

Offered: Zoom.us, Tuesdays 5:00-5:45 pm CST USA

Cost: $10 per session

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Description:  Reading In Research: Animal, Tales, & Legends is a  small group class (ages 7-11) to develop vocabulary, text analysis, & comprehension through text research as well as to develop their reading fluency and active building of meaning. Max. 8 per class.

Why This Class: We often have intuitive and insightful, well-developed social awareness and emotions while possessing a lexicon of words to help with the synonymous “whys of dyslexia”. http://lookingtohealourownlearningdifference.org/looking-to-heal-our-own-learning-difference-through-create-and-solving-word-problems-based-on-real-world-needs-desired-solutions/

https://myelbert.com/2020/03/28/speaking-of-the-whole-child-again-where-did-you-get-the-inspiration-to-write-the-program-elbert/#.XxWNTOdOkl0

http://lookingtohealourownlearningdifference.org/

Offered: Zoom.us, Wednesdays 4:15-5:00 pm CST USA, Other Times TBA

Cost: $10 per session

Outschool Link [Outschool students ONLY]: Animal Myths, Tales, & Legends: Discovering Research In Literacy [for my Outschool students]: https://outschool.com/classes/animal-myths-tales-and-legends-discovering-research-in-literacy-XF7BqwVh?usid=6gxi3xHF&signup=true&utm_campaign=share_activity_link

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Description: Math: Applied Word Problems is a small group class (ages12 plus) where students create and solve word problems based on real-world needs & desired solutions. They see, maybe for the first time, how math can apply in their lives. They will use real-life issues and turn them into a word problem, with real computations, and solutions along with D. A. R. E. Math (Data, Analysis, Relate, & Evaluate).! Max. 6 per class.  Ex. Summer 2020 Class Project: https://www.canva.com/design/DAD-5eg3B-s/view?utm_content=DAD-5eg3B-s&utm_campaign=designshare&utm_medium=link&utm_source=publishsharelink

Why This Class: We also have deep and holistic list-form thinking, problem solving and building/constructing abilities, computer skills and gaming strategies. http://lookingtohealourownlearningdifference.org/looking-to-heal-our-own-learning-difference-through-create-and-solving-word-problems-based-on-real-world-needs-desired-solutions/

https://myelbert.com/2020/03/28/speaking-of-the-whole-child-again-where-did-you-get-the-inspiration-to-write-the-program-elbert/#.XxWNTOdOkl0

http://lookingtohealourownlearningdifference.org/

Offered: Zoom.us, Thursdays 5:00-5:45 pm CST USA

Cost: $10 per session

 

Cook’s Evaluation Description and Cost

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Held Every Monday & Friday (current students take $10 off)

Cook’s Evaluation Cost

The Complete Elbert Evaluation including social/emotional domain, grade level, and complete learning difference screening (SLI, VPD, APD, SCP) including memory-abstract thinking, etc.  (takes 3 hours). The cost is $150 and includes a lengthy report for schools/families). Also includes a FIRST ONE FREE Consultation (30 min to discuss my observations).

 

The ELBERT partial screening includes learning differences screening  (SLI, VPD, APD, SCP). The cost is $90 including a lengthy report for schools/families.. Also includes a FIRST ONE FREE Consultation (30 min to discuss my observations).

 

 The OH Good Golly is $45 which includes just a dyslexia screening takes 45 min. Approximately. Note: with no report just a FIRST ONE FREE Consultation (30 min to discuss my observations).

-Coaching- $45 each session for 30 min.-$75 an hour (min. 2 times per week recommended). This is on a flex-schedule at your convenience. I’ll meet with you on Zoom.us to talk to you about a specific persons’ needs. First: Students need to get an evaluation first.

 -Consulting on Elbert Program- $65 an half-an-hour FIRST ONE FREE! Also, pay $135 for a week group One-on-One Course!  Coaching with you and possibly others (depending which you choose) helps you understand the program, the brain and more. Includes 235 pg. Booklet- $35.

I’m online and in-person (depending on where you live)! If you know someone who struggles with their learning and behavior please share. I meet people at http://zoom.us!

 

 

Thank you for purchasing my program. It means so much to me and let me know how I can help! -Tricia Cook Please share: Looking for Live Online Classes For Tutoring, Enrichment, & Intervention? https://spark.adobe.com/page/D0uOjA7arNBcz/

Resources: Why These Sessions, Classes, and Evaluations???

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

 

Cook’s Online Fall Fun Educational Series

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Article Review: Looking to Heal Our Own [Learning] Difference Through Our Very Own DNA

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Hello,

I am wondering if you had a chance to get to read my related article: Looking to Heal Our Own [Learning] Difference Through Our Very Own DNA. I’m Calling for REVIEWERS:https://myelbert.com/2020/02/27/looking-to-heal-our-own-learning-difference-through-our-very-own-dna-an-alternative-perspective-from-the-spirit-soul-and-body-cook-t-2020/#.XyNCF-dOlrQ

There’s a CALL for more reviews!!!!

Huge Favor: since you read my article and gave very helpful feedback and/or positive recognition, can you please write a review (see image below)? If you are strapped on time, can you just write a short paragraph saying what you like about my article with your name, program, title, and contact!!! Thanks in advance, Tricia Cook.

Present Article Reviews 3/26/2020

-Review given by Ron Cole  IMG_2458

 

IF SO JOIN PRIVATE FACEBOOK DISCUSSION HERE: https://www.facebook.com/groups/674837429989341/?ref=share

#learningdifference, #dyslexia,

#neurodifference, #epigentics, #love, #RAS,

#neurounderstanding, #elbert, #dyslexiahelp, #tcooktutor, #neurodiversity

Sincerely, Tricia Cook