From NCLD.org
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Common Signs of Dysgraphia: Children Grade 3 – 8
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Tag Archives: dysgraphia
Thursday, Feb. 28, 2013
About
Why do I tutor?
My greatest passion is to help children succeed in reading and writing. I’ve been told I’m very good at it both from my students and their parents.
The Journey!
My daughter went to school and life was good, well at least academically.
My son went to school and I knew something was wrong. I even asked if they thought I should hold him back a year. No, he’s fine. And so the story went. In second grade, he was one of the teacher’s stronger readers – to my surprise. But when she told me what they were reading I realized that he had memorized them at home. They didn’t read one story that he had not had read to him multiple times. ….. In third grade, we started getting outside evaluations and found out he was dyslexic with a disorder of written expression. Then in fifth grade I was homeschooling him after little progress in the traditional school.
That was the year he learned to read. I wasn’t yet trained in Orton-Gillingham, but in hind site I used a lot of what I’ve learned about how to teach dyslexic students. The piece I was missing was how systematic it should be. This son is now 24 (2016), he graduated from Guilford College in Greensboro, North Carolina with honors in physics and mathematics. He is teaching in Louisville, KY with the Teach Kentucky Program. He received his Masters of Education from the University of Louisville, in May of 2016.
Then along came my baby who read all the time. His vocabulary was always years ahead of his peers. In third grade, he still hadn’t chosen a dominate hand. He couldn’t print his alphabet appropriately, so how would he learn to write cursive (his teacher agreed with me). Even though he couldn’t put anything on paper his teacher called him “Fantasy Boy” because of the great stories he created orally. His writing only got worse, yet his reading comprehension remained grades ahead. Middle school was so difficult for him, he would come home and take multiple baths to relax. He did some occupational therapy which helped with some things, but not really with the writing process. I decided to homeschool him for eighth grade (a downward spiral was happening at school). This gave us time for more outside testing and interventions. Oh! Surprise (sarcasm), he had a disorder of written expression (dysgraphia). By now, I was noticing that even though his comprehension was so high he was making odd mistakes when he read out loud. Some fabulous people have helped us along this journey. As a junior in high school, he enrolled in college through PSEO (Post Secondary Enrollment Option) and carried a full load of courses. He graduated from high school in 2013 with 60 plus college credits. He is scheduled to graduate from University of MN, Duluth in 2017, with lots of educational experiences along the way.
Both of my boys are twice exceptional, which means they are gifted with a learning disability. So qualifying for services in school seemed to be a completely different process. They both ended up with a 504 plan. But this path of the journey was full of disappointments in a system I believed was meant to educate children. That is a story for some other day.
I was fortunate enough to volunteer in the schools while my children were growing up and still do. I was always asked to help those that had difficulties. I knew what students at a given age were capable of doing in school.
My training in Orton-Gillingham has given me the training and tools I wish I’d had when my boys were younger. My greatest passion is to help children succeed. References are available.
Struggling students and Response to Intervention (RTI)
Parent Rights in the Era of RTI
If a school is using an RTI approach, what rights do parents have and what strategies can be used to address identification issues?
- RTI Use across States—The manner in which states incorporate RTI into SLD identification varies dramatically.
- Child Find—Your school district’s legal obligation to “find” all children who may have a disability and, because of their disability, need special education services.
- Rights to Evaluation—Every parent has the right to request an evaluation at any time to determine if their child has a disability and what that child’s educational needs are.
- Strategies for Addressing Identification Issues—The process of determining whether your child has a disability such as a learning disability and needs special education cannot go on indefinite l
The above is from
For a free booklet on additional information go to http://info.ncld.org/parent-rights-in-the-era-of-rti
Dyslexia in the Classroom
Article from The Portland Press Herald in Maine
Maine Voices: As schools start, it is important to identify dyslexia early
Though dyslexia is not curable, proper instruction makes a big difference in helping affected children.
By JULIE BOESKY
Did you know that there are at least 40,000 children in Maine with dyslexia?
40,000!
If we include adults, there are at least 200,000 Mainers affected by the same condition.
Affecting roughly 15 percent of the general population and often running in families, dyslexia is widely misunderstood and profoundly impacts learning, according to the U.S. Department of Health and Human Services and the National Center for Learning Disabilities.
In a typical school serving 500 children, that translates to roughly 75 dyslexic students exhibiting varying degrees of reading difficulties ranging from mild to severe.
For a variety of reasons, many of these students may not be identified in the special education system.
As Maine children head back to school, we all share the hope that it will be a successful year. We cannot leave this 15 percent of our children out of the equation.
It is a particularly compelling time of year to ask the question: Is your child or student dyslexic? Do you know what signs to look for?
First and foremost, dyslexia is a well-understood, clearly defined condition.
If someone tells you that dyslexia does not exist or “went out of style,” run, don’t walk, to a more accurate source.
Second, dyslexics are not unintelligent. On the contrary, many dyslexics are highly intelligent, often demonstrating particularly strong artistic skills and strengths in problem solving.
Dyslexics do not “see words backwards.”
They often have difficulty accurately reading or pronouncing words that look similar.
Dyslexics often intend to say one word but say another.
Dyslexia is not the result of laziness and it cannot be “cured.”
It is the result of a common neurological variation in the way the brain processes print information that can make it extremely difficult to read quickly and accurately, and also makes spelling more difficult.
Not surprisingly, this condition often profoundly impacts a dyslexic child’s performance in school and can be devastating to his or her self-esteem without proper support.
Teachers and parents should be on the lookout for children who have consistent difficulty recognizing and responding to simple rhymes, sounding out short words, or remembering letter names.
Some of these early signs of dyslexia, such as difficulty with rhyming, can be identified before a child even begins kindergarten, and shouldn’t be dismissed as “something he’ll grow out of.”
Teachers must be aware of the significant number of dyslexic children that pass through their classrooms each year.
In a typical classroom of 20 students, statistics tell us that at least three of those students will be dyslexic.
While all children benefit from clear, direct instruction in reading, it is especially important that dyslexic children get the right kind of reading instruction as early and intensively as possible.
Dyslexia is not “curable” or something to be “fixed,” but proper instruction makes a tremendous difference in helping affected children learn to read and be successful in school.
The earlier the learning difference is discovered, the sooner a child can receive the help that he or she needs.
Perhaps even more important, parents and teachers can help a child to understand that he is not “stupid” or “lazy,” nor alone, but that he has a common variation in how he learns and will need extra patience and practice with reading.
A number of studies have clinically proven that the risk to a child of low self esteem stemming from dyslexia can be successfully countered by arming the child with age appropriate, accurate information about what dyslexia is and is not so that he can learn from an early age how to best advocate for his own learning.
In the Portland area, the Maine Twig/ New Hampshire. Branch of the International Dyslexia Association offers a free monthly support group for parents of struggling readers. It is held at the Portland Public Library at noon on the third Friday of each month (resuming Sept. 21).
The Children’s Dyslexia Center in Portland, usually full well beyond capacity, offers tutoring services for dyslexics as well as instructional training for adults.
Many wonderful resources are also available now on the Internet for educators and families needing more information.
As we welcome our children back to school this fall, please help spread the word that dyslexia is not a strange or rare phenomenon.
It is a common learning difference impacting a significant percentage of our population that deserves far greater attention and accommodation so that we can expand literacy opportunities for all Mainers.
Julie Boesky is a member of the Maine/New Hampshire branch of International Dyslexia Association.
School is just around the corner…
Always looking forward from a little different perspective.
With school just around the corner, it’s time to reread your children’s IEP or 504. Could a 504 with appropriate accommodations make for a more successful year? The following is from NCLD.org by Laura Kaloe, NCLD Public Policy Director
Is a 504 Plan Right for My Child? |
When you are making a decision about how to seek support for your child at school it’s important to know your options to request help under the federal law. There are two laws for K-12 students in public school that may offer supports and services: the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973. Schools that receive federal funding are obligated to serve students under Section 504; however, no federal funds are provided to directly support offering Section 504 services.This article focuses on whether seeking a 504 plan might be the right solution to helping your child be successful in school. 504 plans are developed by school teams and parents to support the educational needs of a K-12 student with a disability that “substantially limits one or more major life activity” such as: learning, speaking, listening, reading, writing, concentrating, caring for oneself, etc. A 504 plan is a good option for a K-12 student if:
- The child has an identified learning disability (LD) or Attention-Deficit/Hyperactivity Disorder (AD/HD) but does not meet the requirements of IDEA for special education services and supports
- The child is currently receiving informal accommodations or ongoing support at school
504 Option: When Your Child Does Not Meet the Requirements of IDEA
The IDEA law requires that your child must meet two prongs of the law in order to be served by special education:
- the child must have one (or more) of the 13 disabilities listed in IDEA which includes learning disabilities and attention disorders; and,
- as a result of the disability, the child needs special education to make progress in school in order to benefit from the general education program.
This legal requirement essentially says that some kids with LD or AD/HD may not meet the state or district requirementsof the second prong. While the student may have a disability, it may not be impacting their learning in ways that qualify them for special education services. These students however, because they have an LD or AD/HD, may meet the requirement to have a 504 plan if their disability “substantially limits them in performing one or more major life activity.”
| Effective January 2009, eligibility for protection under Section 504 of the Rehabilitation Act became broader. Some students who did not qualify in the past may now qualify for Section 504 plans. Students with Section 504 plans may now qualify for additional supports, services, auxiliary aids, and/or accommodations in public schools.disabilities.For the rest of the article visit ncld.org and search 504 plans. |
Workshops
Upcoming Workshops through Duluth Community Ed:
DYSLEXIA: WHAT A PARENT NEEDS TO KNOW
In this workshop students will learn the definition of dyslexia and reading difficulties including signs/symptoms, accommodations, 504 plans vs. the IEP, and the importance of the paper trail. Discussion will also include current research, assessment, remediation, and assistive technology.
Location: Denfeld High School When: Tues. Sept. 25th ~ 6:30-8:30 PM Cost: $15.00
To register contact: Deb Dwyer – 218-340-7393 – [email protected] or http://www.duluthcommunityed.org/
DYSGRAPHIA: WHAT A PARENT NEEDS TO KNOW
This workshop is designed to give parents basic information to help their children succeed in writing. Dysgraphia, sometimes called disorder of written expression, is a neurology disorder. We will discuss how to signs/symptoms, assessment, types of remediation, accommodations and technology. Bring a sample of your child’s writing to class.
Location: Denfeld High School When: Tues. Oct. 16 ~ 6:30-8:30 PM Cost: $15.00
To register contact: Deb Dwyer – 218-340-7393 – [email protected] or http://www.duluthcommunityed.org/
Useful Apps for Students with Dysgraphia
Dysgraphia is a learning disability that affects writing abilities. It can manifest itself as difficulties with spelling, poor handwriting and trouble putting thoughts on paper.
With Dragon Dictation 2.0, you can dictate text or email your friends, send notes and reminders to yourself … all using your voice.
Click here for more information
iTalk Recorder Premium is a smart, simple audio-recording device with options to select recording quality and to name the recording.
Click here for more information
iBook Creator:
Develop your own books with this amazing app! Add videos, images and text. The speech tool provided by the iPad also works with this app adding to its versatility.
iEarned that:
This is a productivity app used to motivate students by keeping track of their merits.
Idea Sketch:
Good for brainstorming new ideas, illustrating concepts making lists and outlines, planning presentation, creating organizational charts. Lets you easily draw a diagram, mind map, concept map or flow chart and convert it to a text outline.
Tools 4 Students:
25 top quality graphic organizers. Choose the best template and fill in your information right on your mobile device.
From http://wandaleannne.blogspot.com
Resources
Great day to be outside and, of course, …. to READ!
Resources for learning about learning challenges:
The Mislabeled Child: Looking Beyond Behavior to Find the True Sources and Solutions for Children’s Learning Challenges By Brock Eide MD, MA and Fernette Eide MD
Chapters on: Memory Strengths and Weaknesses , Visual Processing Problems in Children, Auditory Processing Problems in Children, Language Problems in Children, Attention Problems in Children, Autism and Autism-Like Disorders , Sensory Processing Disorder, Dyslexia in Children, Handwriting Problems and Dysgraphia in Children, Math Problems in Children, Giftedness and Learning Challenges in Children
One in five American children has trouble reading. But they are not stupid or lazy. In Overcoming Dyslexia, Dr. Sally Shaywitz, co-director of the Yale Center for the Study of Learning and Attention and a leader in the new research into how the brain works, offers the latest information about reading problems and proven, practical techniques that, along with hard work and the right help, can enable anyone to overcome them. Here are the tools that parents and teachers need to help the dyslexic child, age by age, grade by grade, step by step.
In their book The Dyslexic Advantage, Drs. Fernette and Brock Eide talk about the MIND strengths of people with dyslexia: advanced abilities in Material reasoning, Interconnected reasoning, Narrative or Story-Based Reasoning, and Dynamic Reasoning, a type of reasoning associated with creative prediction.
Books about working with the schools. These two books are the best I’ve read and written by attorneys with a child with learning challenges. Learn about IEP (Individualized Education Plan) and 504 plans.
In this comprehensive, easy-to-read book, you will find clear, concise answers to frequently asked questions about IEPs. Learn what the law says about:
- IEP Teams and IEP Meetings
- Parental Rights & Consent
- Steps in Developing the IEP
- Placement, Transition, Assistive Technology
- Strategies to Resolve Disagreements
Wrightslaw: From Emotions to Advocacy, 2nd Edition – The Special Education Guide includes tips, strategies, references, and Internet resources.
The Dyslexia Empowerment Plan: A Blueprint for Renewing Your Child’s
Confidence and Love of Learning, by Ben Foss.
Finally, a groundbreaking book that reveals what your dyslexic child is experiencing and what you can do so that he or she will thrive.
More than thirty million people in the United States are dyslexic, a brain-based genetic trait, often labeled as a learning disability or learning difference, that makes interpreting text and reading difficult. Yet even though children with dyslexia may have trouble reading, they don’t have any problems learning; dyslexia has nothing to do with a lack of intellect.
Essentials of Assessing, Preventing, and Overcoming Reading Difficulties, by David Kilpatrick
Practical, effective, evidence-based reading interventions that change students’ lives Essentials of Understanding and Assessing Reading Difficulties is a practical, accessible, in-depth guide to reading assessment and intervention. It provides a detailed discussion of the nature and causes of reading difficulties, which will help develop the knowledge and confidence needed to accurately assess why a student is struggling. Readers will learn a framework for organizing testing results from current assessment batteries such as the WJ-IV, KTEA-3, and CTOPP-2. Case studies illustrate each of the concepts covered. A thorough discussion is provided on the assessment of phonics skills, phonological awareness, word recognition, reading fluency, and reading comprehension. Formatted for easy reading as well as quick reference, the text includes bullet points, icons, callout boxes, and other design elements to call attention to important information.
Language at the Speed of SIght: How We Read, Why So Many Can’t, and What Can Be Done About It by Mark Seidenberg
According to a leading cognitive scientist, we’ve been teaching reading wrong. The latest science reveals how we can do it right.
….In Language at the Speed of Sight, internationally renowned cognitive scientist Mark Seidenberg reveals the underexplored science of reading, which spans cognitive science, neurobiology, and linguistics. As Seidenberg shows, the disconnect between science and education is a major factor in America’s chronic underachievement. How we teach reading places many children at risk of failure, discriminates against poorer kids, and discourages even those who could have become more successful readers. Children aren’t taught basic print skills because educators cling to the disproved theory that good readers guess the words in texts, a strategy that encourages skimming instead of close reading. Interventions for children with reading disabilities are delayed because parents are mistakenly told their kids will catch up if they work harder. Learning to read is more difficult for children who speak a minority dialect in the home, but that is not reflected in classroom practices. By building on science’s insights, we can improve how our children read, and take real steps toward solving the inequality that illiteracy breeds……..
Reading in the Brain: The New Science of How We Read, by Stanislas Dehaene.
A little heavier book.
The act of reading is so easily taken for granted that we forget what an astounding feat it is. How can a few black marks on white paper evoke an entire universe of meanings? It’s even more amazing when we consider that we read using a primate brain that evolved to serve an entirely different purpose. In this riveting investigation, Stanislas Dehaene explores every aspect of this human invention, from its origins to its neural underpinnings. A world authority on the subject, Dehaene reveals the hidden logic of spelling, describes pioneering research on how we process languages and takes us into a new appreciation of the brain and its wondrous capacity to adapt.
Information on 504 from US Department of Education
https://www2.ed.gov/about/offices/list/ocr/docs/504-resource-guide-201612.pdf
Contact – Tutoring Info
I work with students who are struggling in reading and writing. Every session is individually developed using Orton-Gillingham methods. To learn more about me and discuss your student please contact me:
Deb Dwyer
(218) 340-7393