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The International Dyslexia Association Promoting literacy through research, education and advocacy

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Reading Goes Digital – 6 Ways Technology Enhances Reading Practices — Digital Rhetoric Collaborative Over the past several years, we at Subtext have talked to and observed teachers in schools at all different stages of technology integration. While some teachers have class sets of iPads or Chromebooks, others have only a few classroom computers, or access to a school computer lab. Despite these differences, we would submit a simple principle that helps teachers be successful in their efforts: When literacy instruction goes digital across the curriculum, reading can be transformed as it becomes more impactful, engaging, and effective for students. Highlighting Becomes Metacognitive When students can explain “why” they are highlighting specific text, their thinking while reading becomes metacognitive but they also become more engaged readers. Differentiation Becomes Real Time Support Gets Personalized Reading digitally lets you provide the right amount of support for students at different skill levels, all at the student’s pace. Close Reading Goes Collaborative

Dyslexic Advantage Universo Autista - Estudos*** - Teorias e Exercícios em Psicomotricidade Conhecimento intuitivo imediato que a criança tem do próprio corpo, conhecimento capaz de gerar as possibilidades de atuação da criança sobre as partes do seu corpo, sobre o mundo exterior e sobre os objetos que a cercam. Exercício 1 : Reconhecendo as partes essenciais do corpo - O profissional diz os nomes das seguintes partes do corpo: cabeça, peito, barriga, braços, pernas, pés, explorando uma parte por vez. A criança mostra em si mesma a parte mencionada pelo profissional, respeitando o nome que designa. Primeiramente o trabalho deverá ser realizado de olhos abertos, e a seguir de olhos fechados.Olhos abertos: Aprendizado.Olhos fechados: Quando dominar as partes do corpo. Exercício 3: Trabalhar com os olhos - Em pé ou sentado a criança acompanha com os olhos sem mexer a cabeça, a trajetória de um objeto que se desloca no espaço. Exercício 4: Sentir os rins - Deitada com as pernas estendidas e as mãos sobre os rins a criança dobra os joelhos e encosta-os no peito.

Why Copying from a Board is Ineffective for Dyslexics Saturday, May 9, 2015 Why Copying from a Board is Ineffective for Dyslexics Having to take notes by copying from a board or projection while a teacher is lecturing is challenging for any learner, because it requires students to multitask and constantly shift modes of learning. The process demands students to read, listen and write while making sense of the material. However, for students with dyslexia this teaching method can be disastrous. How Has Technology Impacted Note-taking? Before the rise of educational technology, students used to copy while the teacher wrote on the blackboard, however, with the use of devices such as the Smartboard and software like PowerPoint, the words just magically appear. What are the Challenges Students with Dyslexia Face While Copying from the Board? Many students with dyslexia find difficult to reproduce words accurately and, worst of all, many have trouble finding their place on the board after they have looked down at their notebook. Dr. Dr.

Community Club Home Community Club Firefighter Level A, Community Club What happens when the fire alarm rings? Librarian Librarians love to read, too, as early learners will find out in this read-along book about life at the library. Mayor What’s it like to be a mayor? Pediatrician Listen and read along as a pediatrician describes how she takes care of children in this interactive book for early learners. Pizza Maker Dough, sauce, and cheese combine to make a delicious pizza pie in this fun early-learner read-aloud about being a pizza maker. Police Officer A police officer’s most important duty is keeping people safe, as early readers will learn through the words, images, and audio in this interactive book. Utility Worker Follow along with images and sounds as a utility worker climbs down into manholes and up high on electric poles in this exciting read-aloud book. Veterinarian Discover, through the words, images, and audio of this engaging read-aloud, how a veterinarian cares for animals large and small. Animals

Dudes with Dyslexia - Dudes with Dyslexia!! Articles--View Entire Archive by Barry Duncan, PhD and Scott Miller, PhD Barry Duncan and Scott Miller provide a comprehensive summary of the Outcome-Informed, Client-Directed approach and a detailed, practical overview of its application in clinical practice. by Tab Ballis We weren't expected to have any words of wisdom... and nobody did. by Charlotte Dailey A challenging client plunges a beginning therapist into a state of anxiety. by Saul Spiro A satiric take on the Mental Status Exam. by Keely Kolmes Dr. by Bill Martin A psychologist's poignant account of a challenging case referred by Child Protective Services while working on a mobile mental health crisis team. by Albert Dytch Learn how to spot the often subtle signs of partner abuse in couples therapy, and how to take effective action. by Bob Edelstein by John A. Dr. by Tamar Kaim An American psychology student reflects on her year of research at an ethnopsychiatric clinic in Paris, France. by Louis A. by Regina Huelsenbeck by Herbert Rabin Dr. by Pete Walker by Tom Greening

Indications of Dyslexia- About Dyslexia- the British Dyslexia Association If a child has several of these indications, further investigation should be made. The child may be dyslexic, or there may be other reasons. This is not a checklist. 1. Persisting factors. There are many persisting factors in dyslexia, which can appear from an early age. These include: Obvious 'good' and 'bad' days, for no apparent reason, Confusion between directional words, e.g. up/down, in/out, Difficulty with sequence, e.g. coloured bead sequence, later with days of the week or numbers, A family history of dyslexia/reading difficulties. 2. Has persistent jumbled phrases, e.g. Pre-school non-language indicators. May have walked early but did not crawl - was a 'bottom shuffler' or 'tummy wriggler'. 3. Has particular difficulty with reading and spelling. Primary school age non-language indicators: Has difficulty with tying shoe laces, tie, dressing. 4. As for primary schools, plus: Still reads inaccurately. Aged 12 or over non-language indicators: Has poor confidence and self-esteem. 5.

How to Improve Reading Comprehension with Apps September is national literacy month. For the past ten years, U.S. illiteracy rates have remained troublingly high. According to a study conducted by the U.S. Department of Education, 21% of U.S. adults can't read at a 5th grade level, and 19% of students graduate from high school without being able to read. Students with difficult living conditions, learning disabilities, or limited exposure to books have a high risk of illiteracy and may need more academic support than their peers. 4 Steps to Improve Reading Comprehension Step 1: Put Down the Reading Comprehension Worksheet Many teachers use reading comprehension worksheets to ensure that their students are mastering essential reading skills. Step 2: Download and Evaluate Book Apps Book apps offer adaptive, interactive alternatives to worksheets. For students who struggle with phonemic awareness, most book apps offer read-to-me options that allow students to listen to a book that might be beyond their reading level.

Proyecto Filosofía en español / Literacy Lowdown- Word Study Activities Maureen Hayes, PreK-6 Humanities Supervisor This Month's Focus: Meaningful Word Study Activities In my January/February Smore, I shared information for supporting word study and phonics development in your classroom. This Smore will extent that and focus on making activities, lessons, and home practice meaningful for your students each week. When we know better, we do better... Word Study is about understanding patterns in words, and being able to apply these patterns to spell and read unknown words. Even if a student does manage to memorize the spelling of words to be successful on an assessment, the research shows no connection to long-term memory and carry-over into student writing. Asking a student to write a word as practice is only useful if students attach meaning to what they’re writing. For that reason, the following activities should NOT be part of your repertoire for word study practice or instruction. 1. 2. 3. 4. 5. source: 1. 2. 1.