This was a Professional Review: Nurture Their Very Own Nature (the book) by T. Cook, 2020 & 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.
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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].
“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
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.
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 sensitivity to loud noise, muffled sounds when in a crowd for CAPD.
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
Reversals- c@P, pac
Closures- a, o’s, etc. don’t meet up/ front/back tail
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