Dyslexia Quick Screen of Markers & Characteristics

 

Dyslexia The Quick Screen of Markers & Characteristics

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

-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 confusions of sounds 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, confused, 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 CAPD and sensitivity to noise and muffled sounds when in a crowd. I’ve found they don’t process anything but the intial position of a word (they omit the middle/end position completely).

 

 

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, p/q reversal by sounds, phonics, and auditory 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, pac
Reversals-  cab
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)
SLI 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]
VPD- Visual Processing= Sympathetic Lateral Functioning System Dominate  APD- Auditory Processing= Parasympathetic Functioning Systems Dominate 
auditory thinking-learning

auditory thinking-learning (hypo, hyper)*

non-fiction (note: unless interest-based and written out, complete steps required

analysis- form of logic

analysis- logical (break down category and sequence (steps)

loves facts, forms and functions asking “what” with deductive reasoning

avoids being personable- people oriented, social

deep introspective about self- ego task oriented

Isolated-inverted, task-oriented

not philosophy/spiritually related learning

ultra-religious

good with short term memory- names not faces

past (unless interest), present goal setting

sensitivity- balanced

decoding-sounding out words

vocabulary- interest, religion and philosophically oriented “language inventory”

“language inventory” states “I know already…”

vocabulary- non-interest oriented

works at “true meaning” part-whole

rhyming/alliteration- with language not so much rhythm & beat

isolated rhyming/alliteration language

interest of foreign language learning

foreign language learning

free flowing analysis of information

can be good in maths (less with geometry)

chopped up information- can eventually be made whole or complete

spelling (sight words) & spelling (phonetic)

holistic- spiritual, subjective, innovator, “gets things”- intuitive (wisdom), world view, naturalistic

loves feelings, functions/ future- interest-appreciative based learning, loves mysteries and asking “why” with inductive reasoning especially human psychology

interest based learning- other content ex birds, travel brochures

empathic, empathetic

large gross motor ability w/body awareness w/ well balanced EF

fantasy based- storytelling (fiction)

body awareness EF (hyper/hypo)

list-form thinking- poetry especially patterns and rhythm, anecdotal notes

narrative and expository writing

understands “true meaning”- whole-part-whole like philosophical

sensitive (hyper, hypo)*- low self-esteem, emotional intensity

sight words- learned words easier

creativity- “outside of the box” thinking

visualization/imagery- “movie cinema” thinking

imagination-concrete thinking

synthesis- logical

PP intuitive- future oriented goal setting

philosophy/spiritually related learning

inductive reasoning- observation

evaluation- form of logic

good with long term memory- faces not name

can be good in science, geography and geometry

long-term memory unless an EF, phonological deficient and neither “break down tools”

long-term memory- direct correlation with visual sensory memory “picture/movie thinking”

visual-spatial thinking-learning (hypo,hyper)*

kinesthetic/tactile thinking- learning (hypo,hyper)*

smell-taste (hyper, hypo)*

 

 

 

FREE DYSLEXIA HELP:  https://linktr.ee/tcooktutor DISCOVERY CALL TODAY: https://tcooktutor.as.me/

 You might need to contact me for help if you or your child/student can’t be reached and seems disconnected; Also, when it comes to learning, they show some or all of the following emotions and challenges: anger, frustration, shame, and sadness; has chronic headaches, stomach aches, hives; appears to have low-self esteem; squints when reading; feels behind or “different” than the other kids; has behavioral and learning challenges; emotionally intense or desensitized; complains; thrives for constant attention; labeled emotionally intense, gifted and talented or twice-exceptional; has trouble focusing or paying attention; destroys their pencil, eraser, and crumples up their paper after working very hard; problems with organization or being on time; poor eye-contact, body-space awareness; sleep and/or digestive problems; has problems spelling and/or with handwriting; complete interest-based learner; grips pencil very hard; has glasses but still complains about not seeing the letters or words due to being blurry, jumping or flying; ultra-sensitive, problems with authority; doodles on paper; problems understanding verbal directions; picks and scratches at their skin and nails; can be needy, clingy, and “whinny”; described as dramatic, creative and very imaginative by others; been or going to be held back in school; has trouble connecting to others; tired all the time; great with verbal comprehension and large lexicon, shows anxiety, anxiousness or depression; overactive-reads, writes, moves, and thinks extremely fast or slow; sensory-processing problems or issues; constantly moving hands/feet or fidgeting; overly kind or pleasing others; considerably ‘moody’; known for “daydreaming”; aggressive and violent; gets low grades: yet, highly intelligent; can comprehend well but has trouble with spelling/reading fluency; adverse to learning or trying something new as well as low in motivation! 

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