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.

With Much Sincerity,

Patricia Cook, M. Ed., Reading Specialist,

Dyslexia & Behavioral Interventionist & Montessorian

http://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

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).

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) .

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

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

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

3. Also called audio dyslexia or auditory processing disorder.

4. 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

5. Spelling is a feat due to the above.

6. 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 (check the medial, final, and initial letters in their spelling.

*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

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:

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.

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, skipping lines

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]

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?

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

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Helping Those with a Neurodifference Enjoy Learning Again: Group Classes, Tutoring Sessions, Parent/Teacher Courses, & Freebies SEE BELOW:

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COURSE TEACHABLE LINK

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My Work Tricia Cook: Helping Those with a Neurodifference Enjoy Learning Again: Group Classes, Tutoring Sessions, Parent/Teacher Courses, & Freebies SEE BELOW:

Posted on July 30, 2020 by Cook's Independent Tutoring, Coaching, & Consulting, LLC — Leave a comment

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This 10-week Course Is Where Everybody Learns Better Embracing Revolutionary Teaching Is Based Off Looking to Heal Our Own Learning Difference Through Our Very Own DNA. It’s a live course on zoom that totals 5 hours at your convenience. 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; I had seen over and over that students with behavioral challenges had undetected learning differences.

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Tricia Cook: Helping Those with a Neurodifference Enjoy Learning Again: Group Classes, Tutoring Sessions, Parent/Teacher Courses, & Freebies SEE BELOW

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My Work

Tricia Cook: Helping Those with a Neurodifference Enjoy Learning Again: Group Classes, Tutoring Sessions, Parent/Teacher Courses, & Freebies SEE BELOW:

COURSE & WORKSHOP

Oh, Good Golly: Capturing Language in Students with Dyslexia from a Montessori Perspective: Teachable LINK

Teachable Course

I wanted to personally invite you to me 7-week course on Oh Good Golly starting July 31st. It goes for 7 weeks and it’s a total of 3.5 hours from 9:30-10:00 CST every Friday morning!! Reliability: 1) Using Nine Components of Literacy Intervention Defined for Alabama’s Students with Dyslexia. 2) Added one more component called, Sound Word Knowledge. 3) Lastly, tested and proven in my own independent teaching/tutoring interactions with dyslexia. By: Tricia Cook Reading Specialist, O-G Dyslexia Interventionist, & Montessorian Email: tcooktutoring@gmail.com Course Curriculum First Section: Beginning and Early Literacy “Oh Good Golly”

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COURSE BOOKLET

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Course Booklet

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This course booklet 7-week course on Oh Good Golly starting July 31st. It goes for 7 weeks and it’s a total of 3.5 hours from 9:30-10:00 CST every Friday morning!! Being your in a similar field, it made me think of you and your interest!! It’s only $35 and can be bought separately from the course for classroom and home class usage!!

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The Quick Screen of Markers and Characteristics Checklist

-Dysphonetic (phonetic) Dyslexia

-Dsyeidetic (visual) Dyslexia

-Both

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)?

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)?

COURSE TEACHABLE LINK

FREE WORKSHOP

EVERY FRIDAY AT 9:30am CST USA- SWITCH ON POSITIVE EPIGENETIC SIGNATURES WORKSHOPS: Check out about the details HERE

Speaking of the Whole Child again: where did you get the inspiration to write the program ELBERT™? HERE

Looking to Heal Our Own [Learning] Difference Through Our Very Own DNA: An alternative perspective from spirit, soul, and body: HERE

ELBERT™Course: Teachable Link HERE

ELBERT™ COURSE

COURSE BOOKLET

My Work

Tricia Cook: Helping Those with a Neurodifference Enjoy Learning Again: Group Classes, Tutoring Sessions, Parent/Teacher Courses, & Freebies SEE BELOW:

COURSE & WORKSHOP

Oh, Good Golly: Capturing Language in Students with Dyslexia from a Montessori Perspective: Teachable LINK

Teachable Course

WORKSHOP

COURSE BOOKLET

Oh, Good Golly: Capturing Language in Students with Dyslexia from a Montessori Perspective (Preview Booklet): HERE

Course Booklet

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