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
The Quick Screen of Markers and Characteristics Checklist
|READING INTEREST SURVEY|
|Do you like reading?
What do you like to read?
Do you like to write?
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.
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.
|Omissions: ex. the word cap|
|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|
|Closures- a, o’s, etc. don’t meet up/ front/back tail|
|Picture Find (confusing- incomplete, differences, Spacing off)|
|Descr.: blurry, jumping, flying, repeating, skipping lines- run sentences (bypass period, comma)|
|Finger Tapping Speed|
|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|
|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)|
_______Dysphonetic (phonetic) Dyslexia
_______Dsyeidetic (visual) Dyslexia
|Position Frequently (percentage= total characteristics/
total letters spelled)
|[>50% see below]||[>50% see below]||[>50% see below]|
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!
© ELBERT™: EVERYONE LEARNS BETTER EMBRACING REVOLUTIONARY TEACHING!!! 2020
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Disclaimers & Such
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