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For Reading

Text-to-speech (TTS) lets you see text and hear it read aloud at the same time. To use this tool, you click on or highlight words, and the words are read by a computer-generated voice. TTS works with any digital text.

Audiobooks and digital TTS books let you hear books read aloud. Audiobooks are read by human voices.

Optical character recognition (OCR) reads aloud text from pictures and image files. You can use OCR with worksheets and paper documents by scanning or taking photos of them. Like TTS, OCR uses computer-generated voices.

Graphic organizers are visual tools that help you keep track of information as you read. Graphic organizers can be digital or pen and paper.

Other tools to try:

Annotation tools let you take notes and write comments while reading.

Display control changes the font, font size, color, and spacing of text on screens.

Dictionaries and thesauri let you look up words you don’t understand when reading.

https://apps.apple.com/gb/app/dolphin-easyreader/id1161662515

https://apps.apple.com/gb/app/speechify-text-to-speech-audio/id1209815023

https://apps.apple.com/gb/app/golexic-for-dyslexia-reading/id1511002428

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People who learn and think differently can use technology to help work around their challenges. This is called assistive technology (AT). AT helps people with disabilities learn, communicate, or function better. It can be as high-tech as a computer, or as low-tech as a pencil grip. It's a type of accommodation that involves tools.

Assistive technology has two parts: devices (the actual tools people use) and services (the support to choose and use the tools).

Students who struggle with learning can use AT to help with subjects like reading, writing, and math. AT can also help kids and adults with the tasks of daily life. And many adults use these tools on the job, too.

Assistive technology devices

There's a wide range of AT devices for people with learning and thinking differences. Simple AT tools include highlighters, organizers, and timers.

Other AT tools are high-tech and depend on digital devices. For example, an app with text-to-speech technology can read aloud for people with dyslexia.

There are hundreds of these tools. For examples, explore:

Assistive technology services

Getting the best use out of assistive technology requires more than just having a tool. That's where AT services come in. AT services is any support that helps people with disabilities to choose, get, or use an AT device.

Some examples of AT services include:

Evaluation performed by a doctor or specialist

Training to help a person learn what a tool can do and how to use it

Help with repairing a device

Without these services, assistive technology may not be effective. AT tools and services work together to help people thrive.

Myths about assistive technology

There are lots of myths about AT. Some people wrongly believe that using AT is "cheating." Others worry that people who use AT may become too reliant on it.

One of the biggest myths is that using AT will prevent kids from learning academic skills. Education experts say that's not true.

At the same time, keep in mind that AT can't replace good teaching or instruction. And it won't "cure" a learning difference like dyslexia or ADHD.

Watch a video debunking five myths about AT.

Selecting and using assistive technology

Finding the right AT tools and learning how to use them can be overwhelming.

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What is assistive technology (AT)? It's any device, software, or tool that lets people with disabilities work around challenges. AT tools can help with reading, writing, math and other tasks.

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Dyslexia is a neurological difference and can have a significant impact during education and in everyday life.

Dyslexic people may have difficulty processing and remembering information they see and hear, which can affect learning and the acquisition of literacy skills.

As each person is unique, so is everyone's experience of dyslexia.

It can range from mild to severe, and it can co-occur with other specific learning difficulties.

It usually runs in families and is a life-long condition.

It is important to remember that there are positives to thinking differently.

Many dyslexic people show strengths in areas such as reasoning and in visual and creative fields.

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Dyslexia Unwrapped introduces the 'superhero's' of dyslexia, breaking down concepts and creating a platform for learning that takes the scary out of the unknown.

https://addressingdyslexia.org/supporting-learners-and-families/support/mission-superheroes/

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Each person with dyslexia will experience the condition in a way that is unique to them and as such, each will have their own set of abilities and difficulties.

Early years:

Indicators

Difficulty learning nursery rhymes

Difficulty paying attention, sitting still, listening to stories

Likes listening to stories but shows no interest in letters or words

Difficulty learning to sing or recite the alphabet

A history of slow speech development

Muddles words e.g. cubumber, flutterby

Difficulty keeping simple rhythm

Finds it hard to carry out two or more instructions at one time,

(e.g. put the toys in the box, then put it on the shelf) but is fine if tasks are presented in smaller units

Forgets names of friends, teacher, colours etc.

Poor auditory discrimination

Confusion between directional words e.g. up/down

Family history of dyslexia/reading difficulties

Difficulty with sequencing e.g. coloured beads, classroom routines

Substitutes words e.g. "lampshade" for "lamppost"

Appears not to be listening or paying attention

Obvious 'good' and 'bad' days for no apparent reason

Primary school age

Indicators:

Speed of processing: slow spoken and/or written language

Poor concentration

Difficulty following instructions

Forgetting words

Look out for -

Written work

Poor standard of written work compared with oral ability

Produces messy work with many crossings out and words tried several times, e.g. wippe, wype, wiep, wipe

Confused by letters which look similar, particularly b/d, p/g, p/q, n/u, m/w

Poor handwriting with many ‘reversals’ and badly formed letters

Spells a word several different ways in one piece of writing

Makes anagrams of words, e.g. tired for tried, bread for beard

Produces badly set-out written work, doesn’t stay close to the margin

Poor pencil grip

Produces phonetic and bizarre spelling: not age/ability appropriate

Uses unusual sequencing of letters or words

Reading

Slow reading progress

Finds it difficult to blend letters together

Has difficulty in establishing syllable division or knowing the beginnings and endings of words

Unusual pronunciation of words

No expression in reading, and poor comprehension

Hesitant and laboured reading, especially when reading aloud

Misses out words when reading, or adds extra words

Fails to recognise familiar words

Loses the point of a story being read or written

Has difficulty in picking out the most important points from a passage

Numeracy

Confusion with place value e.g. units, tens, hundreds

Confused by symbols such as + and x signs

Difficulty remembering anything in a sequential order, e.g. tables, days of the week, the alphabet

Time

Has difficulty learning to tell the time

Poor time keeping

Poor personal organisation

Difficulty remembering what day of the week it is, their birth date, seasons of the year, months of the year

Difficulty with concepts – yesterday, today, tomorrow

Skills

Poor motor skills, leading to weaknesses in speed, control and accuracy of the pencil

Memory difficulties e.g. for daily routines, self-organisation, rote learning

Confused by the difference between left and right, up and down, east and west

Indeterminate hand preference

Performs unevenly from day to day

Behaviour

Uses work avoidance tactics, such as sharpening pencils and looking for books

Seems ‘dreamy’, does not seem to listen

Easily distracted

Is the class clown or is disruptive or withdrawn

Is excessively tired due to amount of concentration and effort required

A cluster of these indicators alongside areas of ability may suggest dyslexia and further investigation may be required.

https://www.bdadyslexia.org.uk/dyslexia/about-dyslexia/signs-of-dyslexia

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There is a misconception that dyslexia just affects the ability to read and write. If this were true, it would be much easier to identify. In fact dyslexia can have an affect on areas such as coordination, organisation and memory.

Each person with dyslexia will experience the condition in a way that is unique to them and as such, each will have their own set of abilities and difficulties.

However, if you know what to look for, there are common signs that can help you to identify whether the difficulties being experienced could be indicative of dyslexia and would suggest that further investigation could be beneficial.

To find out more about the signs of dyslexia visit the relevant page:
Signs of dyslexia (Early Years) Signs of dyslexia (Primary school age) Signs of dyslexia (Secondary school age) Signs of dyslexia (Adults)

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Signs of dyslexia - British Dyslexia Association

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There is a misconception that dyslexia just affects the ability to read and write. If this were true, it would be much easier to identify. In fact...

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What technologies are available for dyslexic children?

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What technologies are available for dyslexic children?

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For Writing:

Handwriting tools can help people who have trouble with motor skills. For example, a pencil grip makes it easier to hold a pencil properly. A slant board raises the writing surface to give more leverage for handwriting. And lined or graph paper can help with writing in straight lines.

Keyboards and touchscreens can also help people who struggle with handwriting. Keyboards and touchscreens let you input letters and words through typing or touching the screen, rather than by using a pen or pencil.

Dictation (speech-to-text) allows you to write by using your voice. As you speak, the words appear on the screen. Keep in mind that to use dictation, you have to be able to speak clearly. You also need to learn verbal commands for things like punctuation. Some dictation software can also be used to convert audio recordings into digital text.

Word prediction suggests correct spellings of words after only a few letters are typed. Word prediction sometimes uses “word banks” (commonly used words in a topic area) to help writers come up with words and complete their sentences. Keep in mind that unlike dictation, word prediction requires using a keyboard.

Spellcheck and grammar check are available on most word processors. Some AT tools for writing take spellcheck and grammar check to the next level by checking for incorrect words that sound alike or that don’t make sense in context.

Text-to-speech (TTS) is typically thought of as a reading tool. But TTS can also help with writing. That’s because it can read aloud what’s written, so you can check for mistakes. Some TTS tools can also read words aloud as they’re typed.

Graphic organizers are visual tools that help break down ideas and projects into smaller parts. You can use these tools to brainstorm and plan what you want to write. Graphic organizers come in many forms, from mind maps to diagrams to flow charts. They can be digital or pen and paper.

Dictionaries and thesauri (print or digital) let you define a word or find the right one. There are different types of dictionaries and thesauri, too. For example, a picture dictionary uses images to define words.

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"Most children who become poor readers experience early and continuing difficulties...one of the most compelling findings from recent research was that children who get off to a poor start in reading rarely catch up."

Dr. Joseph K Torgesen – Catch them before they fall

The research found that most children identified as falling behind, who receive intensive help by age 6, will go on to become good at reading

The age children receive intervention affects how quickly they can catch up and how long it takes for them to reach a good reading level.

90% will become good readers if they get help at age 6.

75% of children whose help is delayed to age nine or later continue to struggle throughout their school careers

Did you know…?

Whole language and balanced literacy methods are notappropriate or effective for early intervention.

Early intervention ideas:

https://dyslexiascotland.org.uk/wp-content/uploads/2022/06/SupportingReading.pdf

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1. Screen all children aged 5-6 to identify the children most at risk.

2. Target areas of specific weakness.

3. Whole language and balanced literacy methods are not appropriate or effective for early intervention.

Research shows that most children who fall behind in Kindergarten Year 1, never catch up. Using the 'Lets wait and see approach' causes them to fall further behind and often leads to damaged self-esteem.

5. Even with early intervention there will be around 5% of children with profound dyslexia who require intensive support throughout school. ​​​​​​​​​​​​​​

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Learn about the definition of Early Intervention, and 5 key facts about Early Intervention from experts.

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Make writing and planning fun with mind mapping!

https://dyslexiascotland.org.uk/wp-content/uploads/2022/05/MindMapping.pdf

https://assets.ctfassets.net/p0qf7j048i0q/HafqJIeVlQySsxCR2VHPU/a51981364f8be992ee44b19fb89de746/Summarizing_Understood.pdf

Products for the classroom:

https://www.dyslexic.com/product-category/hardware/visual-stress/coloured-overlays/

https://www.dyslexic.com/product-category/hardware/visual-stress/reading-rulers/

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The national literacy trust state:

“Our latest research into audio found that in 2023, nearly 2 in 5 (39.4%) children and young people said they enjoyed listening to audio either very much or quite a lot.”

https://literacytrust.org.uk/information/what-is-literacy/audiobooks-and-literacy/

More children and young people who listen to podcasts enjoy reading than their peers who do not listen to podcasts

More children and young people who listen to podcasts read daily than their peers who do not listen to podcasts

1 in 5 children and young people say they listen to podcasts

Nearly 1 in 4 children and young people listened to podcasts or audiobooks more during lockdown than they did before

https://literacytrust.org.uk/resources/podcasts-and-literacy-resources/

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Explore sleep-inducing bedtime stories, out-of-this-world adventures and more with the best children's audiobooks and podcasts. From favourite authors such as Julia Donaldson and J.K. Rowling to iconic characters like Paddington and Peter Rabbit, find your next family listen and experience the magic of storytelling together.

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Explore our collection of Children's Audiobooks audiobooks including best sellers, new releases and customer picks. Start your free trial today and receive a free audiobook.

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https://dyslexiascotland.org.uk/wp-content/uploads/2022/05/IdentificationInSchools.pdf

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Talking to Your Child About Dyslexia | Tips for Talking About Dyslexia

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Learn about specific tips that can help you start your first conversation with your child about dyslexia. Read more about dyslexia and conversation starters.

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Inclusive education means that the needs of all children, including those who require additional support, are included in the:

Planning and provision of the school curriculum (whole life of the school)

Learning and teaching resources and approaches

Inclusive education in Scotland aims to eliminate social exclusion that is a consequence of attitudes to diversity in race, social class, ethnicity, religion, gender and ability. It starts from the belief that education is a human right and the foundation of a more just society. An inclusive approach, with an appreciation of diversity and an ambition for all to achieve their full potential, is essential to getting it right for every child and raising attainment for all.

The core principles of our inclusive approach in Scotland focuses on:

being present

attending school

participating - involved in all aspects of school life

achieving the best they possibly can

These principles can be used as a means of seeing if inclusion has been successful.

The Young Ambassadors for Inclusion are young people with additional support needs who have been nominated by their local authority to join a network which provides an opportunity for them to share their views and experiences of Scottish education. A total of 26 local authorities have been represented since the network began.

Through discussion and activities, the Young Ambassadors have identified the ways they feel schools are doing well in their provision of inclusive education and also where improvements could be made.

The graphic below highlights 5 areas the Young Ambassadors for Inclusion feel support inclusion.

For further information on the Young Ambassadors for Inclusion and professional learning resources select here.

Improving inclusive education to support all learners , including those with dyslexia.

Through the Making Sense Programme schools and local authorities identified eight key areas which they feel are essential to sustainable improvement across the school community. Critical to successfully taking forward improvements in all areas is a requirement to focus on supporting the school community to develop an understanding of dyslexia and what inclusive practice means, the impact it can have on experiences and outcomes and the attainment of all learners.

Dyslexia and Inclusive Practice: Professional Learning Resource

This resource has been collaboratively developed to improve practice and empower whole school approaches to support learners within an inclusive learning community.

The 8 key focus areas form the framework of the resource which aims to support schools and local authorities to:

improve the quality of educational outcomes for learners with dyslexia through collaborative enquiry and effective self-evaluation

evidence the impact of the collaborative enquiry through evidenced based improvements

fulfil statutory duties

support professional learning on inclusive practice

further develop inclusive practice for all learners within the school community

build on partnerships within the Regional Improvement Collaboratives (RICs), developing opportunities to share practice and reduce duplication of resource development.

This professional learning resource explores the key features of Inclusive Practice through a reflective and evaluative approach and includes:

guidance and information on each key feature

reflective questions and suggestions to support this process

examples of evaluative enquiries using improvement methodology.

Select 'here' to download a copy of the professional learning resource.

Select here to download a Developing Inclusive School Community Improvement Exemplar

Further information on the resource can be found on the Education Scotland National Improvement Hub

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What does Inclusive education mean? Inclusive education means that the needs of all children, including those who require additional support, are incl ...

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Some may benefit from having prewritten notes with visuals to help remember what teachers have said. They might also gain from more opportunities to hear and use new words necessary for learning. Watching videos or demonstrations can help them understand new information better than reading a textbook.

Long speeches or multi-step instructions may be hard for them to remember. Using everyday words and simple phrases, breaking down instructions, or demonstrating tasks rather than just verbalizing them can be helpful.

Long sentences and activities like explaining, persuading, negotiating, and recounting, especially in groups, can be challenging for some children with dyslexia. They may need additional time to talk to someone due to associated language difficulties.

Classroom Materials and Routines

- Post and read aloud visual schedules.

- Use colored strips/bookmarks for reading focus.

- Distribute letter/number strips for correct writing.

- Provide large-print worksheets.

- Use audiobooks from services like Bookshare.

- Allow use of text readers or text-to-speech software.

- Use speech-to-text software for writing.

- Provide “hi-lo” books for students below grade level.

- Give extra time for reading and writing.

- Allow repeated reading of the same text.

- Use reading buddies during work time.

- Partner students for studying, alternating writing and speaking.

Introducing New Concepts

- Pre-teach concepts and vocabulary.

- Provide typed notes or lesson outlines.

- Use advance organizers for lesson structure.

- Provide glossaries of content terms.

- Use visual/audio supports to aid understanding.

Giving Instructions

- Give step-by-step and read aloud directions.

- Simplify directions with key words.

- Highlight key words/ideas on worksheets.

- Frequently check for understanding.

- Show examples of correct work.

- Provide rubrics for successful assignments.

- Break assignments into smaller steps.

- Give self-monitoring checklists and guiding questions.

- Arrange worksheet problems from easiest to hardest.

Completing Tests and Assignments

- Grade based on content mastery, not spelling or reading fluency.

- Allow various demonstration methods: oral reports, posters, videos.

- Offer multiple response formats for test questions.

- Provide sentence starters for written responses.

- Allow extended time for tests.

- Offer a quiet room for test-taking if needed.

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Dyslexia is not a physical problem with the eyes but a neurological difficulty with the brain.

Many of the most common difficulties are caused by the way the brain recalls and works with letters and sounds, called phonological processing.

When someone with dyslexia is reading or spelling, they have to hold a sequence of symbols in their head and process them into writing.

Something in this process can go wrong.

https://www.nessy.com/en-us/dyslexia-explained/understanding-dyslexia/7-dyslexia-difficulties

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A glossary of terms related to dyslexia. Short and accurate definitions, dyslexia facts and helpful information for parents and teachers.

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Primarily used to help with reading, writing and spelling though the method can be used for mathematics

Described as language-based, multi-sensory, structured, sequential, cumulative, cognitive, and flexible

Employs visual, auditory, tactile and kinesthetic teaching techniques

Involves the explicit and systematic teaching of language sounds (phonemes) / phonemic awareness

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Many reading programs designed for students with dyslexia, particularly those in the United States, are based on something called the Orton Gillingham approach.

Named after Samuel Torrey Orton (1879-1948) and Anna Gillingham (1878-1963), early pioneers in reading and language mastery

Gillingham compiled and published detailed instructional materials in the 1930s

Primarily used to help with reading, writing and spelling though the method can be used for mathematics

Described as language-based, multi-sensory, structured, sequential, cumulative, cognitive, and flexible

Employs visual, auditory, tactile and kinesthetic teaching techniques

Involves the explicit and systematic teaching of language sounds (phonemes) / phonemic awareness

Many modern reading systems are based on it or incorporate key elements of the approach

Though commonly used in the US, few UK or Canadian schools formally employ the method

Quick links to content below

Origins

Samuel Orton was an American neuro-psychiatrist and pathologist who initially studied adults with brain damage but went on to study children with reading disabilities. He made the startling discovery that children being referred to him as retarded (because of their struggle with reading) had normal or even above average IQ scores.

As early as the 1920s, Orton helped pioneer the concept of "multisensory" teaching which integrates kinesthetic (movement), tactile (touch), visual and auditory learning into the reading process. For example, having students write in the air or trace oversize letters, while simultaneously saying the names and sounds of the letters. Orton theorized (correctly) that by integrating right and left brain functions, reading ability would improve.

Luckily for Orton he later began working with the very talented teacher and psychologist Anna Gillingham who brought his educational ideas to life by developing a detailed multisensory reading program for students. Based on her knowledge of language structure, Gillingham literally wrote the Orton Gillingham manual which included the systematic and explicit teaching of sounds (phonemes), prefixes, suffixes and roots (morphemes) and common spelling rules.

Entitled Remedial Training for Children with Specific Disability in Reading, Spelling and Penmanship, the first Orton Gillingham manual was published in 1935-36 and is still regularly updated and re-published today.

The Orton Gillingham Approach (the how)

Below is a summary of the detailed description of the Orton Gillingham method, as provided at the Academy's website.

Recognizes the individual needs of learners. While dyslexic students share similarities, there are always differences between students. Dyslexics students often have additional problems that complicate learning such as attention deficit hyperactivity disorder (ADHD) or dysgraphia.

Uses all the learning strands: seeing, hearing, feeling (tactile), and awareness of motion (kinesthetic). For example, letters can be written in the air while the sound is said aloud. Even math can be multisensory!

Diagnostic and Prescriptive

It is diagnostic in the sense that the instructor continuously monitors the verbal, non-verbal, and written responses of the student in order to understand both the student's challenges and progress. This information is used to plan the next lesson. That lesson is prescriptive in the sense that it is designed to help resolve the student's difficulties and build upon the student's progress noted in the previous lesson.

Lesson content includes explaining to students what is to be learned, why it is to be learned, and how it is to be learned.

If it's not Scottish....

The largest chain of reading tutoring centers in the world uses the Orton Gillingham approach. See our page on the Scottish Rite.

It uses systematic phonics, stressing the 'alphabetic principle' in the initial stages of reading development. The principle teaches that words are made up of individual speech sounds, and the letters of written words graphically represent those speech sounds.

Formally teaches syllabic, morphemic, syntactic, semantic, and grammatical structures of language and writing. Involves the student in integrative practices that involve reading, spelling, and writing together.

Linguistic Competence

Stresses language patterns that determine word order and sentence structure and the meaning of words and phrases. Also examines common patterns and literary forms employed by writers.

Systematic and Structured

Information is presented in an ordered way that indicates the relationship between the material currently being taught and material previously taught.

Sequential, Incremental, and Cumulative

Learners move from the simple, well-learned material to the more complex, only after mastering each step along the way.

Continuous Feedback and Positive Reinforcement

A close teacher-student relationship that builds self-confidence based on success and mastery.

Students understand the what why and how of the learning process. Confidence is gained as they improve their ability to apply new knowledge about the learning process itself.

Teaching is directed toward providing the success. With mastery comes increased self-confidence and motivation.

Orton Gillingham Content (the what)

Though first and foremost an approach or method for teaching dyslexic students, Anna Gillingham's reading program also has six content elements which are important for reading success:

Phonological awareness
Difficulty with phonemes is at the heart of dyslexia and so not surprisingly, the teaching of the specific sounds of language and the ability to parse or segment words into their constituent sounds is an integral part of the OG curriculum. Teaching phonological awareness does not have to involve text, just the voice and the ear. The student should be able to distinguish and reproduce the fundamental sounds of the language.

Sound-Symbol Association
Students must learn to associate the sounds with the letters (graphemes) that represent them. This is a two way street, wherein students have to be able to read the letter and make the sound and hear the sound and then draw the letter. Naturally, this skill is then extended into two letter blends, (digraphs) and then longer blends and syllables.
Semantics / Comprehension
To read without comprehending is not to read at all, and so semantics, or the comprehension of the written text, is critical. It is shockingly common for weak readers to slog through text only to arrive at the end and have no idea what they just read.
Syllables
Instruction must include the teaching of basic syllables and syllable division rules. Types of syllables include closed, vowel-consonant-e, open, consonant-le, r-controlled and diphthongs.
Syntax / Grammar
How to order words in a sentence is taught explicitly through the study of grammar, sentence structure and good writing practices.
Morphology
The study of root words, prefixes and suffixes with an aim to to understand how words can be built up and manipulated to change their meaning.

The Academy of Orton Gillingham

In 1995 the Academy of Orton Gillingham Practitioners and Educators was established in Amenia, New York to to certify teachers and to accredit training programs that meet instructional standards consistent with the Orton Gillingham method and content described above.

The Academy traces its origins to discussions in 1991 at the Orton Dyslexia Society (later to become the International Dyslexia Association) about how to better serve persons with dyslexia, fellow professionals, and the public interest.

Accredited Schools

At present (April, 2017) there are only thirteen schools in the United States that sport accredited Orton Gillingham training programs for their teachers. For a fee, schools may also offer training to teachers from outside the school.

1. The Bridge Academy, New Jersey

2. Camperdown Academy, South Carolina

3. Carroll School, Massachusetts

4. Fortune Academy, Indiana

5. Greengate School, Alabama

6. Carolina Day School (Key School), North Carolina

7. Kildonan School, New York

8. Marburn Academy, Ohio

9. Riverside School, Virginia

10. Sandhills School, South Carolina

11. Schenck School, Georgia

12. Stephen Gaynor School, New York

13. Triad Academy at Summit School, North Carolina

14. Trident Academy, South Carolina

Just 13 schools in the US have accredited OG training programs

Are these the best U.S. schools for dyslexics? Unfortunately, it's not that simple. All things being equal, it's better for a school to employ a proven approach, like OG in their reading and language program, but alone it doesn't guarantee success. Nonetheless we endorse the method. It is fine to experiment with new teaching tools and techniques, but keep the core of your child's instruction under a proven system.

As long as your school or tutor is using an 'OG like' or 'OG equivalent' system the instruction may be excellent, even if the tutor, school or program is not formally accredited, but be sure to investigate exactly what is going on in the classroom, as they may be OG in name only.

For a complete list of U.S. schools for dyslexic students, including those above, click here.

Reading Systems Based on the Approach

Commercial Reading Systems that employ the Orton Gillingham approach or equivalent are listed below. If your school or tutor uses one of these, you're probably in good hands:

Programs continued...

Competing Approaches?

Lindamood-Bell programs are a bit of an anomaly in the world of dyslexic teaching. Unlike other programs, they do not sell, franchise or license providers to deliver their instructional material. Instead, they have over 65 of their own Learning Centers, spanning several continents. In theory, the centers allow them to provide a consistent, quality controlled teaching process.

They are not an Orton Gillingham based approach. Their method is based on a 'theory of cognition' which focuses on the process, rather than the subject and serves a broader audience than just dyslexic children (including autism spectrum disorders for example) but their approach contains many similar best practices and is defended by a body of research, including third party studies.

The Davis Method. According to Ron Davis' theory, dyslexia is a mental gift or talent. He believes that dyslexics think in pictures and therefore have particular difficulty with words that cannot be envisioned such as 'the' or 'to' and that this can lead to 'disorientation'. Forming words in clay is one of their remediation techniques to resolve the disorientation.

The Davis system has been criticized for ignoring modern research and brain science that has confirmed that dyslexia is primarily an auditory processing problem, distinguished by difficulties with phoneme manipulation. Similarly there is no research demonstrating that dyslexia imparts significant gifts or that the use of clay to form words helps improve reading.

Competing Accreditation?

The International Multi-sensory Structured Language Education Council ( IMSLEC) accredits Multi-sensory Structured Language Education ( MSLE) training courses internationally, but they do not endorse or accredit any specific reading method or program, nor do they train individuals. However, training courses accredited by IMSLEC must share certain teaching characteristics: multisensory, explicit, direct, cumulative and intensive instruction with attention to the structure of the language.

The term MSLE was adopted by the International Dyslexia Association as a generic designation of the shared characteristics of well-known Orton Gillingham based approaches to teaching reading and language skills. MSLE certification is also available through the Academy of Orton Gillingham, thus the accreditation is almost one and the same.

Final Word on OG

It is remarkable that a reading system developed in the 1930s is still relevant in the information age, but it remains one of the most reliable methods for teaching dyslexic students to read by focusing on the core problem of phoneme manipulation, applying multisensory techniques (auditory, visual, tacticle and kinesthetic) and teaching in a highly structured way.

We suggest sticking with an OG based reading system for most of your instruction.
Good Luck and Good Reading!

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Many reading programs designed for students with dyslexia, particularly those in the United States, are based on something called the Orton Gillingham approach.

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Lexonik

“Our mission is to empower all learners with life-long literacy skills

We believe that literacy levels impact not only upon success within education but on employment opportunities, career advancement and ultimately personal fulfilment and life chances. Regardless of their start in life, we want all individuals to have access to Lexonik, a positive educational experience, which we have proven can be life-changing.”

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We offer a range of literacy programmes designed to increase the reading age of learners. Our products can increase reading fluency, vocabulary, phonics, grammar and more.

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The Literacy Service provides support for children and young people with learning difficulties in literacy and dyslexia who have been referred to us through the EA Psychology Service.

We work to improve the reading, writing, and spelling skills of children and young people.

We support the educational development of pupils with a Special Educational Need arising from Cognition and Learning in literacy.

We do so by working together in partnership with children and young people, educational staff, parents or carers and other professionals.

We provide information, advice, training and guidance to families, carers and school staff.

https://send.eani.org.uk/sites/default/files/2023-10/Literacy%20Easy%20Read.pdf

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What are CCQs?

A concept checking question (CCQ) is a question used by language teachers to check students’ understanding of a specific concept or topic. Using a CCQ aims to ensure that all students have fully understood the key ideas, vocabulary or grammar structures being taught.

CCQs are therefore typically designed to be concise and focused, targeting only the core elements of the concept being taught. They are often closed questions that require a simple “yes” or “no” answer or a brief response. CCQs can also be open-ended, enabling students to provide more detailed explanations or examples that demonstrate their understanding.

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Concept Checking Questions VOCABULARY : CCQs for Vocabulary

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Resources:

https://www.nessy.com/en-us/free-resources

https://driveryouthtrust.com/teaching-resources/

https://dyslexiascotland.org.uk/library/

https://dyslexiascotland.org.uk/wp-content/uploads/2022/05/SupportingSpelling.pdf

https://thechildrensliteracycharity.org.uk/the-literacy-lab-programme/

https://thechildrensliteracycharity.org.uk/the-reading-lab-programme/

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For audio:

Personal listening devices (PLDs). These tools can help people hear voices more clearly. People who are speaking, like teachers or managers, wear a clip-on microphone. The mic transmits their voices to an earpiece or personal speaker used by the person with the challenges.

Some PLDs are called frequency modulation (FM) listening systems. That’s because they rely on the same FM frequencies radio stations use. Some newer PLDs use Wi-Fi or Bluetooth to transmit a voice. Apps are also available that allow an iPhone or iPad to work as a PLD.

Sound field systems. These are specialized speaker systems for classrooms or meeting rooms, which often have sound issues. There may be areas where sound echoes or is muffled. These systems broadcast speakers’ voices to speakers placed in certain locations in the room.

This helps to distribute their voice evenly throughout the room, so everyone can hear it well. Systems may include a pass-around microphone for people to use during discussions. Sound field systems can be installed permanently. Others are portable and can be moved to different rooms.

Noise-canceling headphones. These tools can help block out background noise for people who are sensitive to sound.  Some people may find it helpful to connect their headphones to a white noise app that plays sounds like rain or static. Some people use them when they need to listen to audio (for example, text-to-speech from their device). They can listen through the headphones to help filter out distracting background noises.

Audio recorders. These allow people to record lectures or discussions. Later, they can listen (several times, if they want to) if they didn’t understand or missed things the first time. Users are also able to pause the recording or play it at a slower speed to improve understanding.

Some note-taking apps and devices allow people to synchronize their handwritten or typed notes to the audio recording. This can make it easier to navigate an audio recording. The user can simply tap on a note later to hear what was recorded at that time.

Captioning. This tool allows people to read text that matches what’s being said. This can make it easier to understand spoken language. A classic example is closed captioning on television and movies.

Auto-captioning is available with a number of platforms and apps. You can turn it on during Zoom meetings and PowerPoint presentations. It’s also available in YouTube videos. Just know that it may not be completely accurate. That’s because it uses speech recognition software.

Newer voices for text-to-speech (TTS) software.  TTS software lets people see text and hear it read aloud at the same time. The text is spoken by a computer-synthesized voice. This may help people who struggle with reading skills. But certain voices may be hard to understand for people with auditory processing challenges.

It can take some experimenting with different voices and reading speeds to find what works. And some of the newer TTS voices (often called “neural text-to-speech”) are very human-sounding. Another option is audiobooks. They use human voices for narration.

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A student with word finding difficulties may display the following challenges:

Word Substitutions - Using another word that has a similar meaning such as utensil for fork.

Circumlocutions - Providing descriptions of the word such as, "it's the apple that is green and sour" for granny smith apple.

Fillers - Filling time with utterances such as "um", "I know it...", or "It's coming to me."

Vague Wording - Using phrases such as "that thing on the desk", "the thingamabob in her hair, or "the doodad on his plate."

Gestures - Acting out the targeted word (e.g. "You know, when you do this...").

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1. Go Through the Alphabet - Go through the alphabet and say the sounds of each letter and think about whether the word you are trying to recall may start with that sound.

2. Visualize a Letter Association - To remember names, associate the first letter with the object, person, or place. For example, when I met a woman named Vera, I noticed that she was wearing a v-necked shirt. Whenever I saw her, I remembered her wearing that shirt and it triggered her name.

3. Use Word Associations - This strategy associates an idea or quality with the object. The way I remember the name of the flower impatiens is to remember how impatient I get when trying to think of the name.

4. Associate a Rhyming Word - This strategy uses a rhyming word with the object. To remember the flower's name geranium, I think of cranium - geranium.

5. Visual Associations - This strategy associates a visual to aid recall. I often associate a visual when using rhyming words as combining strategies can help to assure future recall. In the example above, cranium - geranium, one may notice and then visualize that a full geranium blossom resembles the shape of a cranium.

6. Use Visual Hooking Strategies - This strategy involves visual hints that lie within the name or word that one wishes to quickly recall. A visual hooking strategy for the name Richard might be the recognition that the word rich is in Richard. One could then visualize Richard as being very rich.

7. Use Auditory Hooking Strategies - This strategy incorporates auditory hints that lie within the name or word that one wishes to quickly recall. An auditory hooking strategy for the vocabulary word benevolent might be that the word sounds like be not violent. Then one can think, be not violent - be kind, and benevolent means kind in spirit.

8. Utilize Circumlocution - This strategy involves describing the word so that others can provide the name for you.

9. Create a List or Table - This strategy involves taking pictures of the objects, people or places and creating a document or memo that labels each image. Make this document accessible from technology such as computers and smartphones.

10. Name Associations - This strategy involves associating names of new acquaintances with other people that have the same name.

11. Visualize the Word - This strategy uses your mind's eye to see the word written on paper.

12. Use Technology - This strategy uses technology to find the word you can not recall. For example, you can go onto Google and describe the word. This will often guide you to the answer.

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May 25, 2024 - Explore Joy Strauss’s board “Working memory for dyslexia” on Pinterest. See more ideas about working memory, memory activities, teaching executive functioning.

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May 25, 2024 - Explore Joy Strauss’s board “Phonological processing for dyslexia” on Pinterest. See more ideas about phonological awareness, phonemic awareness, phonology.