Dyslexia The Quick Screen of Markers & Characteristics

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

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 and, mainly problems identifying speech sounds and learning how they relate to letters and words; as well, those with visual processing problems 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 the middle position of words the most because it’s the last sound to be processed; even though, it’s in the middle position], Therefore, 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 sounds confusions such as 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. I’d have them remember: if it doesn’t look or sound right reread or rewrite till you’re brain feels like “it’s just right” [trust your brain- you are smart, you can do it, and you are love].

With Much Sincerity,

          Tricia Cook, MEd., RSP, AOG; https://linktr.ee/tcooktutor


“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


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

Do you like reading?

What do you like to read?

Do you like to write?   




VPD- Visual Processing= Sympathetic Lateral Functioning System Dominate  APD- Auditory Processing= Parasympathetic Functioning Systems Dominate 

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


Struggle to distinguish a shape or letter from its background.


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


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


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


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)


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


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”.



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



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


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


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


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













































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



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


Position Frequently (percentage= total characteristics/

total letters spelled) 

[>50% see below] [>50% see below] [>50% see below]

Continue reading Dyslexia The Quick Screen of Markers & Characteristics

Cook’s Resume

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Patricia F. Cook

Email: tcooktutoring@gmail.com

Website: www.myelbert.com

tcooktutor, dyslaxiahelp; @help_dyslexia @tcook2017



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- 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


  • 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

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

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Maria Montessori image provided by psychologytoday.com

Maria Montessori defines “spirituality” as one of the domains of Early Childhood Education and Development. I’ve been a Montessorian since around 2006 and teacher trainer since 2008. The thought of adding “spirituality” to kids’ education was in my Montessori training and practice of methodology. It’s also embedded in her Montessori philosophy. What’s interesting: About eight years ago, I also attempted to add “spirituality” into the domains of development into one of my ECE teachers’ training; not surprisingly, it was “shot down” by my supervisor instantly. I can not let go of even the yearning and need to add “spirituality” to the way I teach those with dyslexia and other neurodifferences with, of course, meeting their other needs such as cognitive and sensory-motor needs.

I have been tutoring since 2001; for about five years since my O-G training, I have been working heavily with students with dyslexia. I was blending Montessori and O-G methods and even came up with a program named, Oh Good Golly. To me using multi-sensory, individualized, sequential methods etc.. are key to helping students with learning differences; but a year ago, I was getting the guilt feeling of not “meeting the needs of the whole child”. Therefore, I started on writing my new Program Named ELBERT™ which is an intervention program to help students and training programs to help parents and teachers to better understand learning differences and challenges. This  ELBERT™ program is a hybrid of elements from Montessori and Orton-Gillingham and based on my own inductive reasoning and a detective sense contributed to my own gift of dyslexia, certifications, credentials, and experiences including countless hours of student observations, educational research, and studies along with my perpetual care for children. Similar to the Montessori philosophy, the Free The Literacy International Online Course by Dr. Vincent Goetry, Course Director, and Dyslexia International, based off of his recommendations, the dyslexic students need to be provided a safe, secure and happy environment by bearing in mind that children with dyslexia usually need several approaches in order to (Read on 7/17/20, https://www.dyslexia-and-literacy.international/ONL/EN/Course/Intro.htm):

·Encourage risk-taking in class, by persuading them to raise their hands even if they have doubts about their answers

·’Help’ them to give correct answers

·Avoid putting them in situations of failure in front of the others

·Reinforce self-esteem in class

·Preserve their self-esteem when marking their work

Encourage risk-taking in class, by persuading them to raise their hands even if they have doubts about their answers:

In my mind, a child who is coached by an adult to be their own advocate- won’t care what others think of them and do what’s best for their own learning. As Dr. Shultz (2015) reminds us to educate them on dyslexia and being their own advocate by telling us about: “The E in the De-Stress Model means to Education. And by that, I mean to educate the child about his or her condition. Until the child understands that she has a learning disability or ADHD and it’s having this or that impact on learning, you don’t engage the child in his own self-care. And that’s a problem. Otherwise, it’s adults doing things to kids, for kids, about kids. I think we’re missing the boat because we don’t educate kids well enough. They don’t advocate well for themselves. They don’t get it. They just think there are a lot of adults hanging around them making them do stuff that’s too hard for them. Once they get it, it’s wonderful. It’s a great thing to see.” Read on 7/17/20,  https://www.kidsinthehouse.com/special-needs/learning-disabilities/the-de-stress-method-to-help-kids-succeed; https://dyslexiaida.org/wp-content/uploads/2015/01/DITC-Handbook.pdf; https://amshq.org/About-Montessori/Inside-the-Montessori-Classroom/Early-Childhood 

Personally, I talk to my students about being their own advocate and educate them on their capabilities and their own brain. They learn to speak out because they know that their thinking is unique and just as important as anyone else’s viewpoint/ideas. I actually write in my evaluation that the students and their parents give and encourage them opportunities to develop agency for something that they believe in whether it be animal rights, racial injustice, disability rights, advocacy, and dyslexia awareness/education!!

Lastly, I give them tools and strategies such as “thinking maps” because it’s not their thoughts, beliefs, and ideas that are so much shamed by others but the way in our disorganized communication that gets others to shame us. The thinking maps are done visually in their heads that help them to organize their own thoughts, beliefs, and ideas in an analytical way for others to understand better!!

‘Help’ them to give correct answers: 

First, being a Montessorian, Maria’s philosophy is all about facilitating the child’s learning. This means that you trust and respect the child. I think they may know more than myself and I’m in their service. I serve the child not in the mindset that because I’m the adult that I necessarily know more- BUT, I do have them feel safe, secure, and happy at the same time. This takes a balance and an uncanny open-mindedness!!

Secondly, in the Montessori philosophy, there is a cycle of activity. “This cycle respects individual variations in the learning process facilitates the development of coordination, concentration, independence, and a sense of order while facilitating your child’s assimilation of information.” Read on 7/17/2020, https://amshq.org/About-Montessori/Inside-the-Montessori-Classroom/Early-Childhood

Third, I ‘help’ them to give correct answers by not saying, ‘no or that’s not right’ when referring to an answer to a question. In my classes, the students are also safe and secure amongst their peers because I never discourage any thought, belief, and idea. If I have questions about it, I will ask to have them think. In turn, It usually persuades me to rethink my own thoughts, beliefs, and ideas!!! Love my kids and their “outside-of-the-box thinking”! On the other hand, I can take their answer and work with their answer by assimilating what I know that they have in their background knowledge and experience to the new skill, the content of the question that I’m presenting to them.   


Avoid putting them in situations of failure in front of the others: 

I’m a fan of Dr. Shultz and reading about his work in the IDA Handbook!! Dr. Shultz (2015) puts those with dyslexia on even “playing ground” which will set them up to succeed. “The R in the De-Stress Model means Reduce the threat. That means take the fear out of the environment for the child. If the child, for example, is intimidated by working in a large class filled with 26 or 30 kids, provide some time for small group instruction. However, if a child is stressed by being in a small group because all the attention is focused on him, then think about that when you create the space in which learning is supposed to occur. “

He also talks about, “The T in the De-Stress Model means to Teach the child the skills that she needs to be successful. We’ve talked about looking at her strengths and her weaknesses. But unless she has tools she can use consistently and regularly that are going to allow her to be successful, she won’t’ be, it’s random. So if there’s a particular method of reading instruction or math instruction or social skills interaction that you know from experience will be helpful for this child, teach her how to do those kinds of things. Let her rehearse those kinds of things in a safe environment. Don’t put her on stage without any preparation. Otherwise, she’ll experience yet again another failure. We don’t want to have that happen.” Read on 7/17/20 https://www.kidsinthehouse.com/special-needs/learning-disabilities/the-de-stress-method-to-help-kids-succeed; https://dyslexiaida.org/wp-content/uploads/2015/01/DITC-Handbook.pdf

I “follow the child” in my lessons and informal observations dictate what they learn. Likewise, my instruction is systematic, direct, and sequential in manner. I work on levels with 90% mastery!! They can only move on when ready, not based on where others would consider them to be or need to be. https://greenspringmontessori.org/montessori-mastery-a-learning-process-for-life/; https://www.dyslexia-and-literacy.international/ONL/EN/Course/S1-1.htm & https://www.dyslexia-and-literacy.international/ONL/EN/Course/S3-1.htm 

Lastly, I personally pair them with students who will mentor and uplift them. I carefully set up my small and individual pairs for collaborative work. They can grow in connection with these other students because again the careful pairing will set them up for success. 


Reinforce self-esteem in class:

Independence and self-regulatory behavior are in direct correlation to gaining and keeping one’s self-esteem.  In Montessori, we don’t use any outside reinforcement and believe all self-esteem and regulatory behavior needs to be positively internalized. I try to give my students tools and strategies to self-regulate. I don’t use prizes, sticker charts, and such. I ask them, ‘how did it make you feel when you completed such and such all by yourself’. At the same time, I do want them to know that I am proud of them!! This again takes balance!!

I am not a fan of ABA because it shows immediate changes/results in a child’s behavior and actions. It is not long-lasting like self-directed neuroplasticity. To help save their self-esteem, they need to know that they are in control independently as it relates to their actions and behavior by having self-directed neuroplasticity. Going along with Montessori again, I trust the child in their actions and behaviors- I try very hard sometimes in being open to understanding why they chose to do what they do. In turn, I help them to think positively about themselves and their actions which is the biggest self-esteem saver!! Read on 7/17/20, https://amshq.org/About-Montessori/Inside-the-Montessori-Classroom/Early-Childhood 

Dr. Shults (2015)  states, “The S in the De-Stress Model has to do with Speculate. And for me, that means, sitting down with the child and speculating with the child, what do you bring to this learning task that’s going to help you be successful? A child might say, I don’t know what you mean by that, and you can say, you know what? When you take things apart, you do a really good job at that. Or when you get in front of people and you do your comedy routine, you’re really great at that. Those are all strengths” Also, “S means success. And success means once you build a foundation for success by reducing stress and building confidence and building competence, success builds upon success. That’s an important part of the model. The final S in the De-Stress Model has to do with strategizing, thinking ahead. You’re saying to the child, now that you know these things, you know what’s going on in the brain, you know the impact of stress on your learning, you’ve been taught strategies to work on these things, take what you’ve learned here and try to apply that to the very next thing that you’re going to be asked to do. You can do it. And you know you can do it. And I hope that this.De-Stress Model helps kids get to that point of success.” Read on 7/17/20 https://www.kidsinthehouse.com/special-needs/learning-disabilities/the-de-stress-method-to-help-kids-succeed; https://dyslexiaida.org/wp-content/uploads/2015/01/DITC-Handbook.pdf


Preserve their self-esteem when marking their work:

I have not used red ink in probably 20 years. I literally threw away all my red ink pens!! No joke..I have dyslexia and other learning differences. As a child, It killed me more than any to see my creative writing all marked up with a red pen with a frowny face or test for that matter. One year, I went into an already established and set-up PreK classroom, I threw away all the red pens that I found!! 

I use learning conferences instead of marking their work. This way we are a team. They are directed by using rubrics that we make together!! Now, the rubrics are key along with the learning conferences. This way they know my expectations and what I “believe in” them that they may not even know yet that they can accomplish. If they think something is impossible, I will listen and take into consideration and “meet them where they are”. 

If they think they can’t do something, then they pretty much can’t because I know, “you create your own reality’. I talk to them about envisioning what they want to see happening in their work and share it with me. This is where goal setting is absolutely key!! During learning conferences, it is so important to revisit those goals and recognize their self-esteem when goals are met then set new goals!! Read on 7/17/20, http://www.moedu-sail.org/lessons/developing-using-learning-rubrics/ 

Course Available Here On Teachable: yourelbertnow.teachable.com/p/oh-good-golly-capturing-langu…

7 Weeks Course- Includes ELBERT Suggested Lesson Plan😉

Note: Includes Revised Bloom’s Taxonomy VERBS For Easy Lesson Plan Writing and Based ON Child’s Strengths and Weaknesses ALONG with How People Learn Best. 

Therefore, please read my recent and now getting internationally recognized article (link below) which is now the basis of my Elbert program www.myelbert.com: Join in a discussion about my article: Looking to Heal Our Own [Learning] Difference Through Our Very Own DNA. HERE: 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/

More References: Bailey, E. (n.d.). How Multisensory Classrooms Help Children with Dyslexia. Retrieved July 18, 2020, from https://www.thoughtco.com/multisensory-approaches-for-dyslexia-3111175

To read more about Maria Montessori: https://www.psychologytoday.com/us/blog/fully-human/201910/one-the-20th-centurys-greatest-educators

Montessori Methodology- read more here: https://kindredspiritslearning.com/2020/01/27/bite-sized-montessori/


Best Regards, Tricia Cook, Reading Specialist, Behavioral & Dyslexia Interventionist, O-G AA Tutor & Montessorian

Course Available Here On Teachable:  HERE

ELBERT Suggested Lesson Plan-Note: Includes Revised Bloom’s Taxonomy VERBS For Easy Lesson Plan Writing and Based ON Child’s Strengths and Weaknesses ALONG with How People Learn Best. 



ANNOUNCEMENT: Starts 8/24/2020- your child can join online for  ELBERT™ Fall Fun SERIES SCHEDULE email tcooktutoring@gmail.com or press here: https://myelbert.com/2020/07/14/cooks-fall-fun-educational-series-schedule/


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

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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

CALL for more reviews…submit name, email, company website & review (see all viewers can see):

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

Tricia Cook, MEd., RSP, AOG; https://linktr.ee/tcooktutor