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      <title>My funky wall by Jennifer Whitney</title>
      <link>https://padlet.com/jwhitney6/211nikzo7w8e</link>
      <description>Made with swagger</description>
      <language>en-us</language>
      <pubDate>2017-11-07 04:00:19 UTC</pubDate>
      <lastBuildDate>2026-03-03 08:28:21 UTC</lastBuildDate>
      <webMaster>hello@padlet.com</webMaster>
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      <item>
         <title>Jennifer&#39;s Notes</title>
         <author>jwhitney6</author>
         <link>https://padlet.com/jwhitney6/211nikzo7w8e/wish/204198719</link>
         <description><![CDATA[<div>Click on the + button located in the lower right corner to add a comment to the WALL</div>]]></description>
         <enclosure url="" />
         <pubDate>2017-11-07 04:05:23 UTC</pubDate>
         <guid>https://padlet.com/jwhitney6/211nikzo7w8e/wish/204198719</guid>
      </item>
      <item>
         <title>Jennifer Whitney</title>
         <author>jwhitney6</author>
         <link>https://padlet.com/jwhitney6/211nikzo7w8e/wish/204629413</link>
         <description><![CDATA[<div>wants to share a topic from <strong><em>From Dyslexia in the Classroom</em></strong> called - Effective Reading Instruction - Multi-Sensory Structured Language Teaching page 11.&nbsp;</div>]]></description>
         <enclosure url="" />
         <pubDate>2017-11-07 23:49:54 UTC</pubDate>
         <guid>https://padlet.com/jwhitney6/211nikzo7w8e/wish/204629413</guid>
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      <item>
         <title>From &quot;Dyslexia in the Classroom&quot;</title>
         <author></author>
         <link>https://padlet.com/jwhitney6/211nikzo7w8e/wish/231245476</link>
         <description><![CDATA[<div>&nbsp;The core difficulty involves word recognition and reading fluency, spelling, and writing. Some individuals with dyslexia manage to learn early reading and spelling tasks, especially with excellent instruction, but later experience their most debilitating problems when more complex language skills are required, such as grammar, understanding textbook material, and writing essays. People with dyslexia can also have problems with spoken language, even after they have been exposed to excellent language models in their homes and high quality language instruction in school. They may find it difficult to express themselves clearly, or to fully comprehend what others mean when they speak. Such language problems are often difficult to recognize, but they can lead to major problems in school, in the workplace, and in relating to other people. The effects of dyslexia reach well beyond the classroom.&nbsp;</div>]]></description>
         <enclosure url="" />
         <pubDate>2018-02-13 19:23:11 UTC</pubDate>
         <guid>https://padlet.com/jwhitney6/211nikzo7w8e/wish/231245476</guid>
      </item>
      <item>
         <title>Dyscalculia</title>
         <author></author>
         <link>https://padlet.com/jwhitney6/211nikzo7w8e/wish/231247390</link>
         <description><![CDATA[<div>Some dyslexic people also struggle with math</div>]]></description>
         <enclosure url="http://therapytravelers.com/understanding-students-dyscalculia/" />
         <pubDate>2018-02-13 19:26:19 UTC</pubDate>
         <guid>https://padlet.com/jwhitney6/211nikzo7w8e/wish/231247390</guid>
      </item>
      <item>
         <title>Definition</title>
         <author></author>
         <link>https://padlet.com/jwhitney6/211nikzo7w8e/wish/231248115</link>
         <description><![CDATA[<div><em>“Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.”</em></div>]]></description>
         <enclosure url="" />
         <pubDate>2018-02-13 19:27:30 UTC</pubDate>
         <guid>https://padlet.com/jwhitney6/211nikzo7w8e/wish/231248115</guid>
      </item>
      <item>
         <title>link to infographic - can be solved</title>
         <author></author>
         <link>https://padlet.com/jwhitney6/211nikzo7w8e/wish/231249660</link>
         <description><![CDATA[<div><a href="https://dyslexiaida.org/most-reading-difficulties-can-be-resolved-or-diminished/">https://dyslexiaida.org/most-reading-difficulties-can-be-resolved-or-diminished/</a></div>]]></description>
         <enclosure url="" />
         <pubDate>2018-02-13 19:30:05 UTC</pubDate>
         <guid>https://padlet.com/jwhitney6/211nikzo7w8e/wish/231249660</guid>
      </item>
      <item>
         <title></title>
         <author></author>
         <link>https://padlet.com/jwhitney6/211nikzo7w8e/wish/231250299</link>
         <description><![CDATA[<div>Dyslexia is a language based disability.</div>]]></description>
         <enclosure url="" />
         <pubDate>2018-02-13 19:31:02 UTC</pubDate>
         <guid>https://padlet.com/jwhitney6/211nikzo7w8e/wish/231250299</guid>
      </item>
      <item>
         <title>Symptoms to look for</title>
         <author>rjablonski_liu</author>
         <link>https://padlet.com/jwhitney6/211nikzo7w8e/wish/231250904</link>
         <description><![CDATA[<div>from <strong><br>Dyslexia in the Classroom</strong>:&nbsp; indicators&nbsp; of possible dyslexia include some things that are not as readily identifiable as "reading" such as difficulty clapping to a rhythm, having trouble retrieving words, or difficulty remembering names  (pages 4-5)</div>]]></description>
         <enclosure url="" />
         <pubDate>2018-02-13 19:32:04 UTC</pubDate>
         <guid>https://padlet.com/jwhitney6/211nikzo7w8e/wish/231250904</guid>
      </item>
      <item>
         <title>From &quot;Dyslexia in the Classroom&quot;: Social Emotional Connection</title>
         <author>awallace42</author>
         <link>https://padlet.com/jwhitney6/211nikzo7w8e/wish/231251179</link>
         <description><![CDATA[<div><strong>&nbsp;Self Image: </strong>Researchers have learned that when typical learners succeed, they credit their own efforts for their success. When they fail, they tell themselves to try harder. However, when learners with dyslexia succeed, they are likely to attribute their success to luck. When they fail, they simply see themselves as stupid. Research also suggests that these feelings of inferiority develop by the age of 10. After this age, it becomes extremely difficult to help the child develop a positive self-image. This is a powerful argument for early intervention. <br><strong>Stress and Anxiety:</strong><br> Stress and anxiety increase when we’re in situations over which we have little or no control (e.g., a car going off the road, tripping on the stairs, reading in public). All people, young and old, can experience overwhelming stress and exhibit signs of anxiety, but children, adolescents, and adults with dyslexia are particularly vulnerable. That’s because many individuals do not fully understand the nature of their learning disability, and as a result, tend to blame themselves for their own difficulties. Years of self-doubt and self-recrimination may erode a person’s self-esteem, making them less able to tolerate the challenges of school, work, or social interactions and more stressed and anxious.&nbsp;</div>]]></description>
         <enclosure url="" />
         <pubDate>2018-02-13 19:32:31 UTC</pubDate>
         <guid>https://padlet.com/jwhitney6/211nikzo7w8e/wish/231251179</guid>
      </item>
      <item>
         <title>Is structured literacy part of every BUSD primary student&#39;s day?  If not, should it be?</title>
         <author></author>
         <link>https://padlet.com/jwhitney6/211nikzo7w8e/wish/231251816</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2018-02-13 19:33:38 UTC</pubDate>
         <guid>https://padlet.com/jwhitney6/211nikzo7w8e/wish/231251816</guid>
      </item>
      <item>
         <title>Accommodations:</title>
         <author></author>
         <link>https://padlet.com/jwhitney6/211nikzo7w8e/wish/231252201</link>
         <description><![CDATA[<div> Accommodations, provided for both testing and instruction, change the way students access information and demonstrate their knowledge, skills, and abilities; they do not change academic standards or expectations. The purpose of accommodations is to ensure equal access to the full school experience for students with dyslexia or other learning disabilities </div>]]></description>
         <enclosure url="" />
         <pubDate>2018-02-13 19:34:08 UTC</pubDate>
         <guid>https://padlet.com/jwhitney6/211nikzo7w8e/wish/231252201</guid>
      </item>
      <item>
         <title>Early Intervention Screening</title>
         <author></author>
         <link>https://padlet.com/jwhitney6/211nikzo7w8e/wish/231252654</link>
         <description><![CDATA[<div>How do we equip primary teachers to understand the signs of Dyslexia so they can intervene early?  The ELA Data Protocol is a great first step.  Teachers need to understand the connection between the protocol, their phonemic awareness and decoding intervention, and Dyslexia.  Are we waiting too long to begin structured literacy?<br><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2018-02-13 19:34:58 UTC</pubDate>
         <guid>https://padlet.com/jwhitney6/211nikzo7w8e/wish/231252654</guid>
      </item>
      <item>
         <title>Google Read &amp; Write</title>
         <author>awallace42</author>
         <link>https://padlet.com/jwhitney6/211nikzo7w8e/wish/231252751</link>
         <description><![CDATA[<div>Do all sites know how to access Google Read/Write on our Chromebooks?&nbsp; Can we train staff and students in this as it has the power to unlock accommodations and supports for students with reading difficulties<br><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2018-02-13 19:35:07 UTC</pubDate>
         <guid>https://padlet.com/jwhitney6/211nikzo7w8e/wish/231252751</guid>
      </item>
      <item>
         <title>Knowledge and Practice Standards for Teachers of Reading... Found Them</title>
         <author></author>
         <link>https://padlet.com/jwhitney6/211nikzo7w8e/wish/231253255</link>
         <description><![CDATA[<div><a href="http://www.readingrockets.org/sites/default/files/IDA%20Knowledge%20and%20Practice%20Standards%20for%20Teaching%20of%20Reading.pdf">http://www.readingrockets.org/sites/default/files/IDA%20Knowledge%20and%20Practice%20Standards%20for%20Teaching%20of%20Reading.pdf</a><br><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2018-02-13 19:35:59 UTC</pubDate>
         <guid>https://padlet.com/jwhitney6/211nikzo7w8e/wish/231253255</guid>
      </item>
      <item>
         <title>Dyselxia in the Classroom: What Every Teacher Should Know provides extensive resources for classroom teachers who are struggling to support students</title>
         <author></author>
         <link>https://padlet.com/jwhitney6/211nikzo7w8e/wish/231253597</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2018-02-13 19:36:35 UTC</pubDate>
         <guid>https://padlet.com/jwhitney6/211nikzo7w8e/wish/231253597</guid>
      </item>
      <item>
         <title>Categories of Accommodations</title>
         <author>rjablonski_liu</author>
         <link>https://padlet.com/jwhitney6/211nikzo7w8e/wish/231254027</link>
         <description><![CDATA[<div>The Fact Sheets include one (<em>Accommodations for Students with Dyslexia)</em> specific to accommodations.&nbsp; It includes valuable definitions of accommodations and modifications as well as lists of possible accommodations.&nbsp; The fact sheet divides accommodations into four categories: 1) presentation, 2) response, 3) setting, and 4) timing/scheduling.&nbsp; It also provides examples of each which could be valuable for discussions during an IEP or SST.</div>]]></description>
         <enclosure url="" />
         <pubDate>2018-02-13 19:37:21 UTC</pubDate>
         <guid>https://padlet.com/jwhitney6/211nikzo7w8e/wish/231254027</guid>
      </item>
      <item>
         <title>Students with dyslexia have trouble learning a foreign language.  Could this help explain why several students who are LTELs also qualify for SPED have reading difficulties?  </title>
         <author></author>
         <link>https://padlet.com/jwhitney6/211nikzo7w8e/wish/231254584</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2018-02-13 19:38:23 UTC</pubDate>
         <guid>https://padlet.com/jwhitney6/211nikzo7w8e/wish/231254584</guid>
      </item>
      <item>
         <title>social skills</title>
         <author></author>
         <link>https://padlet.com/jwhitney6/211nikzo7w8e/wish/231258108</link>
         <description><![CDATA[<div>Building social skills in children adding to their resilience.  what about interpersonal communication built into that.</div>]]></description>
         <enclosure url="" />
         <pubDate>2018-02-13 19:44:38 UTC</pubDate>
         <guid>https://padlet.com/jwhitney6/211nikzo7w8e/wish/231258108</guid>
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      <item>
         <title></title>
         <author></author>
         <link>https://padlet.com/jwhitney6/211nikzo7w8e/wish/231259849</link>
         <description><![CDATA[]]></description>
         <enclosure url="http://podacademy.org/wp-content/uploads/2014/04/Dyslexia-2-pic.jpg" />
         <pubDate>2018-02-13 19:47:10 UTC</pubDate>
         <guid>https://padlet.com/jwhitney6/211nikzo7w8e/wish/231259849</guid>
      </item>
      <item>
         <title>Multi-Sensory Approach:</title>
         <author></author>
         <link>https://padlet.com/jwhitney6/211nikzo7w8e/wish/231260952</link>
         <description><![CDATA[<div>&nbsp;Each individual with dyslexia is unique, but the multi-sensory approach is flexible enough to serve a wide range of ages and learning differences. A multi-sensory approach can be valuable to many; to the dyslexic child it is essential. The expertise of the teacher is the key.&nbsp;</div>]]></description>
         <enclosure url="" />
         <pubDate>2018-02-13 19:49:13 UTC</pubDate>
         <guid>https://padlet.com/jwhitney6/211nikzo7w8e/wish/231260952</guid>
      </item>
      <item>
         <title>It is a myth that individuals with dyslexia “read backwards.” Their spelling can look quite jumbled at times not because they read or see words backwards, but because students have trouble remembering letter symbols for sounds and letter patterns in words. </title>
         <author></author>
         <link>https://padlet.com/jwhitney6/211nikzo7w8e/wish/231261026</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2018-02-13 19:49:20 UTC</pubDate>
         <guid>https://padlet.com/jwhitney6/211nikzo7w8e/wish/231261026</guid>
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