This document discusses the importance of visual motor skills for reading success. It provides background on historical figures who studied visual problems and reading, describes current research showing connections between visual skills and reading test scores, and signs that a student may have poor visual motor skills. The document also outlines classroom strategies teachers can use to help develop students' visual motor skills, like exercises to improve eye tracking, handwriting practice, and copying activities. Case studies show benefits of daily guided handwriting practice paired with phonics instruction for struggling readers.
ProfConf2016Developing VMSystem for Reading.Jackie Huber
This document discusses the relationship between visual motor skills and reading ability. It provides background on the topic, summarizing key points from historical and current research. Studies show a clear link between visual motor skills and reading test scores, and that eye exercises can improve visual skills. The document also offers classroom strategies teachers can use to support students, such as careful letter formation, copying, tracking exercises, and developing drawing and handwriting skills. A case study example is given showing positive results when seven students received daily guided practice in phonemic awareness and fluency through cursive handwriting instruction.
Dyslexia is a learning disability characterized by difficulties with reading, writing, and spelling. Common characteristics include problems with learning letters and sounds, reading fluency, spelling, and memorizing math facts. The severity can vary and modifications like breaking tasks into steps, reducing writing, allowing oral testing, and using multisensory teaching methods can help students with dyslexia learn. It is not due to a lack of intelligence and with appropriate support, students with dyslexia can be successful learners.
The document discusses learning disabilities (LD), including definitions, types, identification processes, prevalence rates, student characteristics, and intervention strategies. It defines LD as difficulties with language-based skills like reading, writing, listening, speaking, and math. Common types include dyslexia, dysgraphia, and dyscalculia. Identification involves assessing discrepancies between IQ and achievement, and most students are identified by third grade. Prevalence rates for LD in public schools are around 5% of students. Effective interventions emphasize explicit, targeted instruction in areas like phonological awareness, decoding, and comprehension skills. Teacher training is important to address LD properly.
This document discusses dyslexia and strategies for supporting students with dyslexia. It defines dyslexia as a language-based learning disability involving difficulties with reading, writing, spelling, and pronouncing words. The causes of dyslexia are unclear but involve differences in brain development and function. Early identification is important to avoid other issues. Suggestions are provided for identifying struggling readers and boosting their self-esteem, as well as comprehensive reading instruction strategies like phonics, fluency building, and developing comprehension skills.
Learning Disability and Interventions you can do at homeRoxanne Fuentes
We just had a reading intervention seminar for parents of our pupils this week and I was tasked to discuss about learning disabilities and what parents can do to help their children. I made a very simple presentation on interventions which I found from my readings.
Dyslexia is a neurological disorder that affects the areas of the brain responsible for language processing. Students with dyslexia often have difficulty with phonological awareness, rapid naming, and verbal memory. Effective intervention includes systematic, explicit instruction in phonemic awareness, sound-symbol relationships, sight word recognition, and fluency building. Teachers can provide scaffolds and supports like word banks, graphic organizers, assistive technology, and differentiated instruction to help dyslexic students access grade-level content. With proper identification and evidence-based intervention, dyslexia can be managed though it is a lifelong neurological difference.
Dyslexia awareness and teaching strategies knStarryArgenta
This document discusses dyslexia and strategies to support students with dyslexia in the classroom. It defines dyslexia and explains how difficulties may manifest, such as with phonological processing, reading fluency, spelling, and directionality. The document provides examples of indicators a teacher may see in students' classroom work and describes useful teaching strategies like pre-teaching vocabulary, using visual aids, allowing extra time, and breaking tasks into smaller steps. Memory, organization, and technology strategies are also outlined.
Learning Disability-Thinking outside the boxdrtrupti patel
The document discusses learning disabilities and provides strategies for supporting those with learning disabilities. It begins by listing famous individuals who had learning disabilities and then defines learning disabilities as difficulties with reading, writing, spelling, calculating, remembering and organizing information that are not related to intelligence and cannot be cured but can be treated. It provides examples of specific learning disabilities like dyslexia, dysgraphia and dyscalculia. The rest of the document offers tips, strategies and accommodations to help students with learning disabilities, including changing attitudes, focusing on behavior over diagnosis, preserving self-esteem, having patience, making learning enjoyable, using rewards, addressing individual learning styles, allowing extra time on tests, and never giving up on students.
ProfConf2016Developing VMSystem for Reading.Jackie Huber
This document discusses the relationship between visual motor skills and reading ability. It provides background on the topic, summarizing key points from historical and current research. Studies show a clear link between visual motor skills and reading test scores, and that eye exercises can improve visual skills. The document also offers classroom strategies teachers can use to support students, such as careful letter formation, copying, tracking exercises, and developing drawing and handwriting skills. A case study example is given showing positive results when seven students received daily guided practice in phonemic awareness and fluency through cursive handwriting instruction.
Dyslexia is a learning disability characterized by difficulties with reading, writing, and spelling. Common characteristics include problems with learning letters and sounds, reading fluency, spelling, and memorizing math facts. The severity can vary and modifications like breaking tasks into steps, reducing writing, allowing oral testing, and using multisensory teaching methods can help students with dyslexia learn. It is not due to a lack of intelligence and with appropriate support, students with dyslexia can be successful learners.
The document discusses learning disabilities (LD), including definitions, types, identification processes, prevalence rates, student characteristics, and intervention strategies. It defines LD as difficulties with language-based skills like reading, writing, listening, speaking, and math. Common types include dyslexia, dysgraphia, and dyscalculia. Identification involves assessing discrepancies between IQ and achievement, and most students are identified by third grade. Prevalence rates for LD in public schools are around 5% of students. Effective interventions emphasize explicit, targeted instruction in areas like phonological awareness, decoding, and comprehension skills. Teacher training is important to address LD properly.
This document discusses dyslexia and strategies for supporting students with dyslexia. It defines dyslexia as a language-based learning disability involving difficulties with reading, writing, spelling, and pronouncing words. The causes of dyslexia are unclear but involve differences in brain development and function. Early identification is important to avoid other issues. Suggestions are provided for identifying struggling readers and boosting their self-esteem, as well as comprehensive reading instruction strategies like phonics, fluency building, and developing comprehension skills.
Learning Disability and Interventions you can do at homeRoxanne Fuentes
We just had a reading intervention seminar for parents of our pupils this week and I was tasked to discuss about learning disabilities and what parents can do to help their children. I made a very simple presentation on interventions which I found from my readings.
Dyslexia is a neurological disorder that affects the areas of the brain responsible for language processing. Students with dyslexia often have difficulty with phonological awareness, rapid naming, and verbal memory. Effective intervention includes systematic, explicit instruction in phonemic awareness, sound-symbol relationships, sight word recognition, and fluency building. Teachers can provide scaffolds and supports like word banks, graphic organizers, assistive technology, and differentiated instruction to help dyslexic students access grade-level content. With proper identification and evidence-based intervention, dyslexia can be managed though it is a lifelong neurological difference.
Dyslexia awareness and teaching strategies knStarryArgenta
This document discusses dyslexia and strategies to support students with dyslexia in the classroom. It defines dyslexia and explains how difficulties may manifest, such as with phonological processing, reading fluency, spelling, and directionality. The document provides examples of indicators a teacher may see in students' classroom work and describes useful teaching strategies like pre-teaching vocabulary, using visual aids, allowing extra time, and breaking tasks into smaller steps. Memory, organization, and technology strategies are also outlined.
Learning Disability-Thinking outside the boxdrtrupti patel
The document discusses learning disabilities and provides strategies for supporting those with learning disabilities. It begins by listing famous individuals who had learning disabilities and then defines learning disabilities as difficulties with reading, writing, spelling, calculating, remembering and organizing information that are not related to intelligence and cannot be cured but can be treated. It provides examples of specific learning disabilities like dyslexia, dysgraphia and dyscalculia. The rest of the document offers tips, strategies and accommodations to help students with learning disabilities, including changing attitudes, focusing on behavior over diagnosis, preserving self-esteem, having patience, making learning enjoyable, using rewards, addressing individual learning styles, allowing extra time on tests, and never giving up on students.
Dysgraphia is a neurological disorder that impairs written expression. It is characterized by illegible writing, difficulty with letter formation and sizing, and problems keeping letters on a line. Students with dysgraphia have trouble transferring visual information to fine motor skills required for writing. Accommodations include specialized pencil grips, handwriting programs, assistive technology like speech-to-text software, and extra time to complete written assignments. Effective interventions focus on both correcting handwriting through explicit instruction and bypassing writing through the use of computers.
How Do We Identify Children With Learning Disabilitiesgueste42a4d
This document discusses identifying and helping children with learning disabilities. It notes that children with learning disabilities may be falsely diagnosed if they only lack attention or motivation. The best way to identify learning disabilities is to pay attention to whether children have trouble focusing on tasks or activities, as they may have conditions like dyslexia or ADHD. The document also discusses how information processing models can show how learning disabilities can impact different stages of learning like sensory input, processing, and output. Finally, it defines different types of memory and how deficits in these areas can affect students with learning disabilities.
Dyslexia and dysgraphia are learning disabilities that affect reading, writing, and language processing. Dyslexia is characterized by difficulties with phonological processing, word recognition, spelling, and fluency. It is often inherited and affects areas of the brain involved in language processing. Dysgraphia causes problems with handwriting and written expression due to visual-motor challenges. Both disabilities can be identified through assessments of language skills, reading, writing, and cognitive abilities. Interventions include targeted instruction in phonics, reading fluency, spelling, handwriting, and use of accommodations such as extra time or keyboards.
This document discusses dyslexia, a learning disability that causes difficulties with reading, writing, and spelling. It defines dyslexia as a language-based condition resulting from differences in brain development and function that make it hard to match letters with sounds. The effects of dyslexia vary but include struggles with reading fluency, comprehension, spelling, writing, and sometimes math. Early identification and treatment using multisensory structured language lessons can help dyslexic individuals learn successfully. Laws like the IDEA and ADA protect dyslexic students' rights to special education services.
The document discusses learning disorders including dyslexia, dyscalculia, dysgraphia, and auditory processing disorder. It covers signs and symptoms, causes, mechanisms, diagnosis, prevention, management, and prognosis for each disorder. Recent research highlighted includes studies finding less gray matter in brain areas involved in phonological processing for dyslexia and abnormal brain activation patterns when reading for those with reading disorders.
This document discusses learning disabilities and difficulties, including definitions, prevalence, causes, and strategies for teaching children with these challenges. Some key points:
- Learning difficulties refer to general challenges in areas like reading and writing that can have external or internal causes, while learning disabilities are intrinsic difficulties that significantly impact learning.
- Around 10-16% of Australian students have learning difficulties, and 4% have disabilities. Rates vary globally.
- Learning challenges can impact taking in, remembering, understanding, or expressing information. They do not reflect intelligence.
- Causes may be internal medical/neurological factors or external like opportunities/experiences. Difficulties often persist into adulthood.
- Effective teaching strategies include
This document discusses language-based learning disabilities, specifically writing disabilities. It notes that learning disabilities can involve physical writing difficulties, problems comprehending information, or organizing thoughts on paper. Common symptoms of writing disabilities include issues with neatness, copying, spelling, and writing organization. The document also discusses how writing is a complex process that draws on various cognitive skills and that students with learning disabilities often struggle more with writing than their peers due to difficulties with language, spelling, handwriting, and writing strategies.
A proposal presentation for a documentary on the positives and negatives of learning difficulties. Gives information on what various LD's do and how to help them.
A review of dyslexia in dyslexia across different languages, the characteristics that distinguish these students with dyslexia from ELLs without dyslexia and the teaching strategies that work with both groups.
The document discusses dysgraphia, a learning disability that affects handwriting. It defines dysgraphia as a processing disorder that causes issues with spelling, legibility, and organizing thoughts on paper. The document provides signs that may indicate a student has dysgraphia, such as illegible handwriting and inconsistent letter sizes. It also notes difficulties students with dysgraphia may face, like avoiding writing tasks. Finally, the document recommends accommodations teachers can provide, like allowing extra time for writing assignments.
Dysgraphia is a learning disability that affects writing abilities. It can cause difficulties with spelling, handwriting, and putting thoughts on paper. There are several types of dysgraphia including dyslexic dysgraphia, motor dysgraphia, spatial dysgraphia, phonological dysgraphia, and semantic/syntactic dysgraphia. Interventions for dysgraphia focus on building automaticity, using research-based strategies, and implementing classroom techniques like teaching the writing process in steps and providing structured practice and feedback.
Dyslexia is a learning difference that can cause difficulties in spoken language, reading, writing, and math. It is not related to intelligence and has no known single cause, though genetics is thought to play a role. Signs in children include problems with pronunciation, rhyming, handwriting, and confusing similar letters or numbers. People with dyslexia may feel dumb, embarrassed, or frustrated and have trouble with extended reading, writing, spelling, and following directions. There are techniques like using colored overlays, post-it notes, and computers that can help dyslexic individuals, as well as parental support through reading together, homework help, encouragement, and ensuring needed assistance. Famous historical figures like Einstein, Da
This document discusses dyslexia, including what it is, how it affects people, and coping strategies. Some key points:
1) Dyslexia is a neurological learning difference that causes unexpected difficulties with literacy and numeracy skills, despite normal intelligence. It affects reading, writing, spelling, organization and memory.
2) Dyslexia occurs in people of all backgrounds and is often genetic. Around 10% of the population is dyslexic.
3) There is no cure for dyslexia, but coping strategies can help with literacy skills, organization, confidence and processing. Understanding dyslexia allows for appropriate support.
Dyslexia is a difficulty with reading or writing that makes it hard for people to see words as meaningful shapes or distinguish between letters. There are different types of dyslexia related to irregular word reading, connecting sounds to symbols, or both deficits combined. Dyslexia is caused by brain defects and genetic factors. Doctors can examine children if parents notice problems reading by age 6-8. Diagnosis involves sensory, psychological, and skills evaluations. Symptoms include letter/number confusion, poor spelling, and issues with phonological awareness. Solutions include specialized teaching methods, assistive technology, extra time for tests, and activities to make learning letters fun.
Dysgraphia (“Dys” meaning “difficulty” and “graphia” meaning “writing”) is a neurological disorder seen in many children with fine motor or sensory-motor challenges making their handwriting unintelligible.
Dysgraphia is a learning disability that affects writing and graphing abilities. There are four main types: phonological (difficulty with spelling sounds), surface (difficulty with visual representations), mixed (difficulties with both letter formations and spelling), and semantic/syntactic (difficulty combining words meaningfully). Interventions include phonics programs, visual spelling techniques, sentence combining exercises, and assistive software. Dysgraphia is assessed through tests of vocabulary, working memory, motor skills, and other writing subskills. Strategies aim to strengthen specific weaknesses based on the individual's type of dysgraphia.
This document discusses the range of learning problems across various disabilities. It begins by defining learning disabilities as neurologically-based processing problems that can interfere with skills like reading, writing and math. It then outlines some common signs of learning disabilities at different ages from preschool to adolescence. The main types of learning disabilities discussed are reading disabilities, written disabilities, math disabilities, and executive function disabilities. It notes that learning difficulties can also stem from conditions like ADHD, autism, anxiety, depression and trauma. The document concludes by discussing identification and treatment of learning disabilities through assessments and educational strategies rather than medical treatment.
This document discusses behavior problems in children and whether they could indicate a learning disability. It explains that problem behaviors have multiple causes related to both environmental factors and individual conditions. Behaviors serve functions like gaining attention or avoiding tasks. Learning disabilities are neurological and affect how information is processed, not intelligence. Common types include difficulties with reading, writing, math, language, visual processing, and auditory processing. Warning signs may include poor grades and somatic complaints. The document provides information on evaluating children who show problem behaviors or suspected learning disabilities and getting them appropriate support services.
Dyslexia is a learning disability that affects reading, writing, spelling, and sometimes speaking abilities. It is caused by an impairment in the brain's ability to translate images from the eyes and ears into understandable language. There are three main types of dyslexia: visual dyslexia, where numbers and letters are reversed; auditory dyslexia, where a person has trouble processing sounds; and dysgraphia, where a person struggles with writing and fine motor skills. Dyslexia can be caused by brain trauma, genetic factors, or abnormal prenatal development. While dyslexia presents challenges, it is also associated with strengths like enhanced creativity, intuition, and visual-spatial thinking. Teachers can help dyslex
CURSO EXCEL ARMOLL PERU SABADO 27 AGOSTOARMOLL PERU
Este documento describe un curso de Excel básico e intermedio ofrecido por Armoll Perú. El curso enseñará el uso de Excel a través de 12 clases presenciales o virtuales que cubrirán temas como hojas de cálculo, fórmulas, análisis estadístico, gráficos y macros. Incluirá talleres prácticos sobre temas como ventas, producción y más. El curso está dirigido a profesionales, técnicos y estudiantes y otorgará una certificación de 60 horas reconocida a
The document outlines 12 principles and 3 approaches for teaching English as a second language. The principles include automaticity, meaningful learning, and intrinsic motivation. The approaches are communicative, task-based, and content-based, which emphasize using English for communication, accomplishing real-world tasks, and integrating language with academic subjects.
Dysgraphia is a neurological disorder that impairs written expression. It is characterized by illegible writing, difficulty with letter formation and sizing, and problems keeping letters on a line. Students with dysgraphia have trouble transferring visual information to fine motor skills required for writing. Accommodations include specialized pencil grips, handwriting programs, assistive technology like speech-to-text software, and extra time to complete written assignments. Effective interventions focus on both correcting handwriting through explicit instruction and bypassing writing through the use of computers.
How Do We Identify Children With Learning Disabilitiesgueste42a4d
This document discusses identifying and helping children with learning disabilities. It notes that children with learning disabilities may be falsely diagnosed if they only lack attention or motivation. The best way to identify learning disabilities is to pay attention to whether children have trouble focusing on tasks or activities, as they may have conditions like dyslexia or ADHD. The document also discusses how information processing models can show how learning disabilities can impact different stages of learning like sensory input, processing, and output. Finally, it defines different types of memory and how deficits in these areas can affect students with learning disabilities.
Dyslexia and dysgraphia are learning disabilities that affect reading, writing, and language processing. Dyslexia is characterized by difficulties with phonological processing, word recognition, spelling, and fluency. It is often inherited and affects areas of the brain involved in language processing. Dysgraphia causes problems with handwriting and written expression due to visual-motor challenges. Both disabilities can be identified through assessments of language skills, reading, writing, and cognitive abilities. Interventions include targeted instruction in phonics, reading fluency, spelling, handwriting, and use of accommodations such as extra time or keyboards.
This document discusses dyslexia, a learning disability that causes difficulties with reading, writing, and spelling. It defines dyslexia as a language-based condition resulting from differences in brain development and function that make it hard to match letters with sounds. The effects of dyslexia vary but include struggles with reading fluency, comprehension, spelling, writing, and sometimes math. Early identification and treatment using multisensory structured language lessons can help dyslexic individuals learn successfully. Laws like the IDEA and ADA protect dyslexic students' rights to special education services.
The document discusses learning disorders including dyslexia, dyscalculia, dysgraphia, and auditory processing disorder. It covers signs and symptoms, causes, mechanisms, diagnosis, prevention, management, and prognosis for each disorder. Recent research highlighted includes studies finding less gray matter in brain areas involved in phonological processing for dyslexia and abnormal brain activation patterns when reading for those with reading disorders.
This document discusses learning disabilities and difficulties, including definitions, prevalence, causes, and strategies for teaching children with these challenges. Some key points:
- Learning difficulties refer to general challenges in areas like reading and writing that can have external or internal causes, while learning disabilities are intrinsic difficulties that significantly impact learning.
- Around 10-16% of Australian students have learning difficulties, and 4% have disabilities. Rates vary globally.
- Learning challenges can impact taking in, remembering, understanding, or expressing information. They do not reflect intelligence.
- Causes may be internal medical/neurological factors or external like opportunities/experiences. Difficulties often persist into adulthood.
- Effective teaching strategies include
This document discusses language-based learning disabilities, specifically writing disabilities. It notes that learning disabilities can involve physical writing difficulties, problems comprehending information, or organizing thoughts on paper. Common symptoms of writing disabilities include issues with neatness, copying, spelling, and writing organization. The document also discusses how writing is a complex process that draws on various cognitive skills and that students with learning disabilities often struggle more with writing than their peers due to difficulties with language, spelling, handwriting, and writing strategies.
A proposal presentation for a documentary on the positives and negatives of learning difficulties. Gives information on what various LD's do and how to help them.
A review of dyslexia in dyslexia across different languages, the characteristics that distinguish these students with dyslexia from ELLs without dyslexia and the teaching strategies that work with both groups.
The document discusses dysgraphia, a learning disability that affects handwriting. It defines dysgraphia as a processing disorder that causes issues with spelling, legibility, and organizing thoughts on paper. The document provides signs that may indicate a student has dysgraphia, such as illegible handwriting and inconsistent letter sizes. It also notes difficulties students with dysgraphia may face, like avoiding writing tasks. Finally, the document recommends accommodations teachers can provide, like allowing extra time for writing assignments.
Dysgraphia is a learning disability that affects writing abilities. It can cause difficulties with spelling, handwriting, and putting thoughts on paper. There are several types of dysgraphia including dyslexic dysgraphia, motor dysgraphia, spatial dysgraphia, phonological dysgraphia, and semantic/syntactic dysgraphia. Interventions for dysgraphia focus on building automaticity, using research-based strategies, and implementing classroom techniques like teaching the writing process in steps and providing structured practice and feedback.
Dyslexia is a learning difference that can cause difficulties in spoken language, reading, writing, and math. It is not related to intelligence and has no known single cause, though genetics is thought to play a role. Signs in children include problems with pronunciation, rhyming, handwriting, and confusing similar letters or numbers. People with dyslexia may feel dumb, embarrassed, or frustrated and have trouble with extended reading, writing, spelling, and following directions. There are techniques like using colored overlays, post-it notes, and computers that can help dyslexic individuals, as well as parental support through reading together, homework help, encouragement, and ensuring needed assistance. Famous historical figures like Einstein, Da
This document discusses dyslexia, including what it is, how it affects people, and coping strategies. Some key points:
1) Dyslexia is a neurological learning difference that causes unexpected difficulties with literacy and numeracy skills, despite normal intelligence. It affects reading, writing, spelling, organization and memory.
2) Dyslexia occurs in people of all backgrounds and is often genetic. Around 10% of the population is dyslexic.
3) There is no cure for dyslexia, but coping strategies can help with literacy skills, organization, confidence and processing. Understanding dyslexia allows for appropriate support.
Dyslexia is a difficulty with reading or writing that makes it hard for people to see words as meaningful shapes or distinguish between letters. There are different types of dyslexia related to irregular word reading, connecting sounds to symbols, or both deficits combined. Dyslexia is caused by brain defects and genetic factors. Doctors can examine children if parents notice problems reading by age 6-8. Diagnosis involves sensory, psychological, and skills evaluations. Symptoms include letter/number confusion, poor spelling, and issues with phonological awareness. Solutions include specialized teaching methods, assistive technology, extra time for tests, and activities to make learning letters fun.
Dysgraphia (“Dys” meaning “difficulty” and “graphia” meaning “writing”) is a neurological disorder seen in many children with fine motor or sensory-motor challenges making their handwriting unintelligible.
Dysgraphia is a learning disability that affects writing and graphing abilities. There are four main types: phonological (difficulty with spelling sounds), surface (difficulty with visual representations), mixed (difficulties with both letter formations and spelling), and semantic/syntactic (difficulty combining words meaningfully). Interventions include phonics programs, visual spelling techniques, sentence combining exercises, and assistive software. Dysgraphia is assessed through tests of vocabulary, working memory, motor skills, and other writing subskills. Strategies aim to strengthen specific weaknesses based on the individual's type of dysgraphia.
This document discusses the range of learning problems across various disabilities. It begins by defining learning disabilities as neurologically-based processing problems that can interfere with skills like reading, writing and math. It then outlines some common signs of learning disabilities at different ages from preschool to adolescence. The main types of learning disabilities discussed are reading disabilities, written disabilities, math disabilities, and executive function disabilities. It notes that learning difficulties can also stem from conditions like ADHD, autism, anxiety, depression and trauma. The document concludes by discussing identification and treatment of learning disabilities through assessments and educational strategies rather than medical treatment.
This document discusses behavior problems in children and whether they could indicate a learning disability. It explains that problem behaviors have multiple causes related to both environmental factors and individual conditions. Behaviors serve functions like gaining attention or avoiding tasks. Learning disabilities are neurological and affect how information is processed, not intelligence. Common types include difficulties with reading, writing, math, language, visual processing, and auditory processing. Warning signs may include poor grades and somatic complaints. The document provides information on evaluating children who show problem behaviors or suspected learning disabilities and getting them appropriate support services.
Dyslexia is a learning disability that affects reading, writing, spelling, and sometimes speaking abilities. It is caused by an impairment in the brain's ability to translate images from the eyes and ears into understandable language. There are three main types of dyslexia: visual dyslexia, where numbers and letters are reversed; auditory dyslexia, where a person has trouble processing sounds; and dysgraphia, where a person struggles with writing and fine motor skills. Dyslexia can be caused by brain trauma, genetic factors, or abnormal prenatal development. While dyslexia presents challenges, it is also associated with strengths like enhanced creativity, intuition, and visual-spatial thinking. Teachers can help dyslex
CURSO EXCEL ARMOLL PERU SABADO 27 AGOSTOARMOLL PERU
Este documento describe un curso de Excel básico e intermedio ofrecido por Armoll Perú. El curso enseñará el uso de Excel a través de 12 clases presenciales o virtuales que cubrirán temas como hojas de cálculo, fórmulas, análisis estadístico, gráficos y macros. Incluirá talleres prácticos sobre temas como ventas, producción y más. El curso está dirigido a profesionales, técnicos y estudiantes y otorgará una certificación de 60 horas reconocida a
The document outlines 12 principles and 3 approaches for teaching English as a second language. The principles include automaticity, meaningful learning, and intrinsic motivation. The approaches are communicative, task-based, and content-based, which emphasize using English for communication, accomplishing real-world tasks, and integrating language with academic subjects.
Engineer Abid Ali has over 24 years of experience working on instrumentation and control systems for power plants. He is currently working as a consultant I&C engineer on the conversion of 12 open cycle gas turbines to a combined cycle plant in Qassim, Saudi Arabia. His experience includes design review, construction supervision, and commissioning of control systems for various power plants in Saudi Arabia.
The document summarizes key concepts about ecosystems and biodiversity. It defines producers as living things that produce their own food, and consumers as living things that eat other living things like primary, secondary, and tertiary consumers. Decomposers are living things that decompose remains of plants and animals. Food webs and food chains show how species are connected through their food relationships. The document also discusses how loss of biodiversity occurs through extinction and some of the human causes of reduced biodiversity like climate change, pollution, and habitat alteration. Protecting biodiversity includes creating national parks and biosphere reserves.
How does your media product represent particular socialExEthee
Representation is how a social group is depicted in a particular way, such as in a magazine. The document shows an example magazine cover that represents the rock music genre conventionally with cover lines on the left side. However, the author's magazine cover depicts two models and places the cover lines at the bottom instead of the left to avoid covering up one of the models.
This document discusses the importance of cyclists knowing their Vitamin D status, as Vitamin D may be the most important performance hormone. Maintaining proper Vitamin D levels means cyclists can benefit from more energy and muscle strength. The document examines 10 reasons why cyclists should be aware of their Vitamin D status for optimal training and performance.
La historia trata sobre una niña llamada Ariel que vive bajo el mar con su padre, el Rey Tritón, y sus hermanas. Ariel es la hija del Rey Tritón y su esposa.
This design portfolio showcases the creator's work in typography, event advertising, slide design, website design, movie posters, infographics, magazine layouts, and photography. The portfolio is intended to demonstrate the creator's skills and experience across various design mediums and projects to attract potential clients.
Photos are the new documents. Krumbs builds on the dual nature of photos: memories and compelling information. Krumbs Personal builds your personal visual web. Here is how to use it.
O documento discute os tipos e usos do seguro garantia no Brasil. Ele fornece garantias judiciais e administrativas para substituir depósitos em juízo ou penhoras, e pode ser usado em ações cíveis, trabalhistas ou tributárias. O seguro garantia também é usado em licitações públicas, garantia de contratos e parcelamento de dívidas fiscais.
This document summarizes the benefits of working for Genepool, a medical staffing agency. It outlines that Genepool offers competitive pay rates, bonus schemes where staff share in the company's profits, opportunities for career development, and support for those wanting to work as limited company contractors. Staff are treated as valued members of the team. Genepool also ensures staff undergo proper vetting and training.
This document contains construction drawings for a residential renovation project, including:
1) Floor plans, sections, and details of the building structure including stairs and bathrooms.
2) Material specifications and notes providing information on finishes, fixtures, and construction elements.
3) The title block identifies the project location, designer, and contractor contact information.
Helping children with literacy fifficulties. Being literate is essential for life-long learning, communication, employment and participation in community.
The document discusses dyslexia, strategies for teaching dyslexic students, and policies in Texas regarding dyslexia. It provides:
(1) Characteristics of dyslexia like difficulties with phonological processing, visual perception, and auditory processing.
(2) Recommended teaching strategies for dyslexic students including multisensory instruction, visual memory techniques, structured writing instruction, and providing additional time on tests.
(3) Texas' definition of dyslexia and process for assessing students, which involves collecting student achievement data, teacher observations of literacy behaviors, and formal assessment by a diagnostician.
This document discusses learning disabilities and provides strategies for teachers. It defines learning disabilities as the inability of the brain to process and learn information typically. The most common disabilities mentioned are dyslexia, ADHD, dysgraphia, dyspraxia, and others. For each disability, it outlines common symptoms and challenges students face. The document then provides ideas for classroom accommodations and strategies teachers can use to help students with various disabilities, such as seating arrangements, breaking tasks into smaller parts, using colors and fonts, and allowing extra time on tests. Resources for further information are also listed.
According to Reid Lyon and James Wendorf, ninety-five percent of the children that are struggling with reading are instructional casualties. That means THERE IS NOTHING WRONG WITH THE CHILD, THE ISSUE IS HOW THEY ARE BEING TAUGHT.
"It’s a consequence of an unnatural, overwhelming ambiguity forced upon the child while nobody is giving them a stairway through it before they shame-out to the process. The shame itself then impedes their cognitive ability to process it, as well as diminishes their self-esteem in general with all of its transferred effects.
So we have this massive problem that when we cut it down has to do with the social-educational paradigm-inertia."
http://www.childrenofthecode.org/interviews/moats.htm
A good vocabulary is an important building block for helping language learners to communicate effectively, but it’s also essential to school performance more widely.for more info https://voiceskills.org/
Dyslexia is a neurological condition that impairs a person's ability to read, write, and spell. It is caused by genetic anomalies in areas of the brain related to language processing. There are several proposed models to explain dyslexia, including a phonological model which argues dyslexics have an impaired ability to connect letters to sounds, preventing word identification and comprehension. Dyslexia is diagnosed through tests that evaluate a person's reading ability compared to their intelligence. Treatments focus on strengthening weaknesses, such as using multisensory techniques to help connect letters to sounds. There is no cure for dyslexia, but treatment plans involving specialized instruction can help dyslexic individuals learn compensatory strategies.
This document provides an overview of vision therapy and its benefits from the perspective of teachers and parents. It discusses how vision problems can impact learning in various subjects like reading, math, and writing. It also outlines common vision issues such as convergence, tracking, and visualization that can affect school performance. The document recommends modifications for the classroom, provides sample patient work, and summarizes several studies that demonstrate the effectiveness of vision therapy in treating learning-related vision problems.
This document provides an overview of vision therapy and its benefits from the perspective of teachers and parents. It discusses how vision problems can impact learning in subjects like reading, math, and writing. The document also summarizes research studies that show vision therapy can effectively treat conditions like convergence insufficiency. Suggested classroom modifications for students with vision issues are presented. The goal is to educate on the connections between vision and learning and how vision therapy can help students succeed academically.
1) The document discusses dyslexia and challenges faced by dyslexic students in reading. It establishes that the goal of the reading "pull-out" program at The Joy School is to first build trust with students and then develop individualized reading remediation plans.
2) There are three main components of reading: decoding, fluency, and comprehension. Students struggle if they lack any of these components. The document also discusses other factors like print tracking and recognizing non-phonetic words.
3) The reading specialists learned about three subtypes of dyslexia - dysphonetic, surface, and mixed - and intervention strategies for each. The approach is individualized based on the student's specific needs
1) The document discusses learning disabilities and disorders in children, describing common signs in different age groups. It outlines different types of learning disabilities that can affect reading, math, writing, motor skills, language, and auditory or visual processing.
2) Specific learning disabilities covered include dyslexia, dyscalculia, dysgraphia, dyspraxia, language-based disorders, auditory processing disorder, and visual processing disorder. The document also notes that conditions like ADHD and autism can sometimes be confused with or co-occur with learning disabilities.
3) It stresses the importance of diagnosis and testing by qualified professionals like psychologists, psychiatrists, and therapists to properly identify a learning disability, as
Respond to two of your peers1.Mitzi McDowell222017 114518 .docxinfantkimber
Respond to two of your peers
1.Mitzi McDowell
2/2/2017 11:45:18 AM
The difference between conversational fluency, discrete language skills and academic language proficiency as defined by Cummins is simple.
As per Cummins (2007)
conversational fluency
is exactly that conversational English they have picked up on from daily interactions ex.”
on the playground, in the lunch room, on the school bus, at parties, playing sports and talking on the telephone”
.
When it comes to
discrete language skills
, ELL’s have an understanding of letters and how we make new words by changing the ending (-es, -ly –ing), but may not know when to or how to use properly.
And lastly
academic language
deals with listening speaking reading and writing the English language (Honigsfeld & Cohen 2015).
They all build on one another to form the complete understanding a student will need when being competitive in the work force / college level.
As an instructor it is important to know where our students fail, because it is important to know what our students understand and where they are.
It is an educator’s job to teach on a level of understanding and when they don’t problems arise when an educator thinks a child is proficient in a language when they can demonstrate good social English.
One negative implication for ELL students when teachers mix up their understanding of conversational language with academic language proficiency is test scores could be poor.
A student may be able to speak clear, but may not be able to read and understand the same language, and their grades will reflect disconnect of the two language proficiencies.
An activity that could be used in class for the conversational fluency is a game called It’s Your Turn: Teach a Class.
In this activity pair of students is given a grammar word, vocabulary or culture point and they will teach the class.
What I love about this activity, they have to work together and this will help both students get an even better understanding.
As the teacher observes they also get to ask questions to make sure content is given for full understanding.
I feel this will help with the conversational fluency students, because they will have to speak the content to the class and this may help them get a better understanding of a lesson. When people have to explain things to others it helps for more understanding, so the conversation skills they have obtained will get them through the lesson but also help moving to the next level of CALP (cognitive academic language proficiency).
www.
fluent
u.com/english/educator/blog/speaking-
activities
-for-esl-students/
An activity for the discrete language skills that will help building the skill is Bippity Boppity Bumble Bee.
With this activity, it gets everyone involved from beginning to end, it helps with noticing syllables within words.
It will teach them how to break words up even if it is unfamiliar words they encounter for the first time. The teacher will ...
8 a. teaching students with special learning needs mikko e. calingyaoAhL'Dn Daliva
This document discusses teaching students with special learning needs. It notes that learning disabilities were first described in the 1940s and that individuals with learning disabilities have average or above average intelligence but messages to their brain become jumbled, making academic learning difficult. It estimates that between 6 to 10 million children have some type of learning disability. The document provides guidelines for teachers to help students with special needs, such as capitalizing on their strengths, providing structure and clear expectations, and using positive reinforcement. Finally, it defines several common types of learning disabilities like dyslexia, dysgraphia, and auditory discrimination issues.
Annie, a child in a summer program, has recently been diagnosed with dyslexia. She is struggling academically and has low self-esteem related to reading activities. Her Asian parents are upset by the diagnosis and do not believe Annie has dyslexia. The family needs support to understand dyslexia, help Annie develop reading skills, and improve her self-esteem. Strategies proposed to meet Annie's needs include using visual aids, one-on-one interaction, peer support, adaptive devices, role models, family education, and ensuring accommodations. Resources provided include assessment centers, therapy organizations, and informational websites about dyslexia support in Toronto.
The document discusses auditory and visual processing disorders. It defines auditory processing disorder as difficulties in processing auditory information that is heard. Common areas of difficulty include phonological awareness, auditory discrimination, auditory memory, auditory sequencing, and auditory blending. Visual processing disorders refer to problems interpreting visual information and can include difficulties with visual discrimination, figure-ground perception, sequencing, motor skills, memory, closure and spatial relationships. The document provides interventions for auditory processing disorders such as using visual cues, simplifying instructions, and rhyming/sorting games to build skills.
Jan Olsen developed Handwriting Without Tears in 1977 to help her son with handwriting struggles in first grade. The curriculum uses developmentally appropriate and multisensory tools and strategies shown through research to help students' reading, writing, language, motor skills, and thinking. It teaches the eight components of handwriting sequentially through music, manipulatives, different writing activities, and ensuring proper pencil grip is taught before forming letters, numbers, strokes and shapes in their developmental order.
This presentation discusses visual reading aids and strategies to help students with dyslexia or visual impairments. It outlines several strategies including using colored overlays, window rulers, adjusting text size and positioning. The strategies are intended to help with issues like tracking words, eye strain, copying and comprehension by reducing visual distortions and movement of text for students. Research shows these low-tech solutions can significantly improve reading ability and success for students with underlying visual processing or basic visual deficits.
Communication involves sending and receiving verbal and nonverbal messages to share knowledge. Nonverbal communication includes body language, which conveys more honest meanings than words. Body language signals include eye contact, facial expressions, posture, leg movements, and environmental clues that can indicate a student's level of interest, boredom, engagement, or other states. It is important to read gestures in context and look for consistency between verbal and nonverbal messages to accurately understand what someone is communicating through their body language.
Similar to ProfConf2016Developing VMSystem for Reading. (20)
2. You gotta see it to read it.
Teaching reading is relatively simple for about 50 to 75%
of students.
It can become very confusing when undetermined factors
play a part.
When a student’s visual motor skills are not functioning as
well as they should be, problems with reading can be
frustrating.
As classroom teachers we can help students overcome
these problems IF we recognize the problem and teach
students strategies to improve visual skills.
3. Personal Perspective
Several factors led me to investigate this issue:
I am a strong teacher of reading but some students made little
progress no matter how much effort they put in to applying
decoding and comprehension strategies.
My dad was a 7th grade Reading Lab teacher in the 70’s. He
was unusually successful getting kids to read at grade level in
one year. Among other techniques, he used eye exercises and
developing writing skills.
Kelsey (my daughter) could not learn to read despite loving
being read to from the time she was little. She could track 2
directions simultaneously. After one year of vision therapy (eye
exercises) her reading improved 4 grade levels that year.
4. What the Vision Therapist Did
Pencil pulls and push ups
Mazes and word finds
Develop correct cursive formation
Left to right awareness activities
Calling out letters on a ball while hitting it
back and forth with a partner
Following moving objects with eyes
Near to far point reading
Activities involving specialized equipment
5. Historical Perspective
JAMES HINSELWOOD, in 1895, investigated why people could
not learn to read. He coined the phrase “word blindness”. He
also documented reversals and word & line skipping.
A.M. SKEFFINGTON an Optometrist in the 1920s, developed
eye exercises which improved peoples’ ability to learn to read.
SAMUEL ORTON, in 1925, built on Hinselwood’s work. He
renamed “word blindness” “strephosymbolia” (later renamed
dyslexia). He developed a structured, sequential, multi-sensory
approach to teaching reading, including meticulous attention to
left to right letter formation and sound association. He teamed
with Anne Gillingham to implement the Orton-Gillingham system
for teaching reading. Orton’s method has been successful in
correcting not only visual, but auditory and neuro processing
problems as well.
Using eye exercises to help prepare people to read is not
New:
6. Current Research Studies
Research shows:Research shows:
A clear relationship between visual motor skills dyslexiaA clear relationship between visual motor skills dyslexia
and reading test scoresand reading test scores.. Zaba, 2003; Taylor, 2006; Getman, 2001;Zaba, 2003; Taylor, 2006; Getman, 2001;
Kulp, 1996; Solan, 2003; Maples, 2003; Facoetti, 2000; Marzola, 2000;Kulp, 1996; Solan, 2003; Maples, 2003; Facoetti, 2000; Marzola, 2000;
Atzmon, 1993; Eden, Stein, Wood, 1995.Atzmon, 1993; Eden, Stein, Wood, 1995.
Eye exercises improve visual skills.Eye exercises improve visual skills. Zaba, 2003; Brodney et al,Zaba, 2003; Brodney et al,
2001.2001.
25% of students tested at random have poor visual motor25% of students tested at random have poor visual motor
skillsskills (Gillespie, 2001; Maples, 2003)(Gillespie, 2001; Maples, 2003)
In high poverty areas as high as 50% of students haveIn high poverty areas as high as 50% of students have
been shown to have poor visual motor skillsbeen shown to have poor visual motor skills (Gillespie, 2001)(Gillespie, 2001)
70% of juvenile delinquent populations have poor visual70% of juvenile delinquent populations have poor visual
motor skillsmotor skills (Gillespie, 2001)(Gillespie, 2001)
Poor visual motor skills are 7 times more accuratePoor visual motor skills are 7 times more accurate
predictor of poor reading scores than poverty or race.predictor of poor reading scores than poverty or race.
(Maples, 2003)(Maples, 2003)
Even when visual motor problems are detected, parentsEven when visual motor problems are detected, parents
in high poverty areas do not follow through to get theirin high poverty areas do not follow through to get their
children the help neededchildren the help needed.. (Gillespie, 2001)(Gillespie, 2001)
7. Visual Skills Needed to Read
accomodationaccomodation: focus near to far point: focus near to far point (requires(requires
lense flexibility.)lense flexibility.)
teamingteaming: both eyes working together (: both eyes working together (Seeing theSeeing the
same thing at the same time.)same thing at the same time.)
trackingtracking: following a line of print smoothly: following a line of print smoothly
convergenceconvergence: both eyes moving to the center: both eyes moving to the center
sacaadssacaads: jumps from one chunk of print to the: jumps from one chunk of print to the
next without getting confusednext without getting confused
foreground and backgroundforeground and background: pick out figures: pick out figures
from background or foregroundfrom background or foreground
visual memory:visual memory: ability to remember thingsability to remember things
seen such as symbols for letter soundsseen such as symbols for letter sounds
8. Signs of Poor Visual Skills
Have you ever noticed students who…
… lose their place or skip words or letters?
… use a finger to track?
… use sounds that are not in the word?
… reverse similar letters or words?
… know letters individually but seem to forget them in
the text?
… start out reading smoothly but increase miscues after
a few minutes of reading?
… have poor writing and letter formation?
… have trouble keeping writing on the lines and trouble
closing letters?
9. More Signs
… fatigue easily when reading (yawn a lot)?
… cover one eye while reading or turn their face to
occlude one eye?
… move their body or book to see the page better?
… look ADHD when engaged in reading or writing tasks
but not at other times?
… get headaches while reading?
… complain that the page looks funny?
… are successful readers but cannot sustain reading for
more than 10 or 20 minutes (get off task frequently
due to being “tired”)?
… One CAUSE of these symptoms can be poor
visual motor skills
10. Classroom Strategies
Careful left to right letter formation with attention toCareful left to right letter formation with attention to
hitting lines and closing letters in manuscript (k-2) &hitting lines and closing letters in manuscript (k-2) &
cursive (3+) (tracking & teaming)cursive (3+) (tracking & teaming)
Students who struggle to apply phonics whileStudents who struggle to apply phonics while
decoding should be saying the sounds of thedecoding should be saying the sounds of the
phonemes out loud while they form the letters (Letterphonemes out loud while they form the letters (Letter
sound association) This strengthens Visual Memorysound association) This strengthens Visual Memory
(Edwards, 2003; James&Atwood, 2009; James &(Edwards, 2003; James&Atwood, 2009; James &
Engelhardt, 2013)Engelhardt, 2013)
Far to near point copying (board to paper)Far to near point copying (board to paper)
Eye exercises such as pencil tracking and pencil pull.Eye exercises such as pencil tracking and pencil pull.
(See(See www.eyecanlearn.comwww.eyecanlearn.com for other activities thatfor other activities that
help)help)
What can reading teachers do?
11. More Strategies
Mazes, word finds, writing large figure 8s at eye levelMazes, word finds, writing large figure 8s at eye level
on a white board or mirror (tracking & teaming)on a white board or mirror (tracking & teaming)
Activity books with hidden pictures (visual memory &Activity books with hidden pictures (visual memory &
discrimination)discrimination)
Developing drawing skills (tracking & teaming)Developing drawing skills (tracking & teaming)
Balancing activitiesBalancing activities
Left to right awareness activitiesLeft to right awareness activities
Copying from book to page accurately (lenseCopying from book to page accurately (lense
flexibility)flexibility)
Playing catch while calling out letter on a ball forPlaying catch while calling out letter on a ball for
Kindergarten and first grade and even older (lenseKindergarten and first grade and even older (lense
flexibility)flexibility)
12. Why Handwriting?
I came to realize when I was helping students read, they were
not always seeing what I thought they were seeing. Therefore
handwriting can be a critical piece to make sure the eyes and
brain are working together; seeing what you as the teacher and
they as the learner actually think they are seeing. The hand acts
as a clear target connecting the eyes with the brain. If students
cannot touch the lines with their handwriting, cannot close their
letters, cannot form their letters evenly, they may be having a
hard time actually seeing the lines accurately. Developing their
handwriting will help them see the lines more accurately and
help improve their tracking and teaming. The latest research is
showing a strong connection between actually physically
forming the letters and words and learning them.
13. Case Study
2014 - 2015
Developing phonemic awareness
and fluency through developing
cursive with attention to phonics
14. Methods
7 students, 30 minutes per day, Guided practice
using correct left to right letter formation while saying
the sounds of the phonemes formed
(Orton/Gillingham)
All students, 20 min. per day whole class cursive
instruction, required cursive on written assignments,
1st
4 months of 5th
grade.
All students. Small group in class instruction on
comprehension and decoding strategies.
15. ResultsStudent 1: Miscues dropped from 40/100 to 3/100
Fluency increased from 13 wpm to 121 wpm
Reading level increased from 5.0 to 6.0
Letter/Sound Correspondence increase: 13 - 43
Student 2: Miscues dropped from 50/100 to 10/100
Fluency increased from 45wpm(due to miscues ) to 98wpm
Reading level increased from 2.3 to 3.4
Letter/Sound Correspondence increase 25 - 43
Student 3: Miscues dropped from 30/100 to 5/100
Fluency increased from 72wpm to 108wpm
Reading level increased from 2.0 to 4.5
Letter/Sound Correspondence increase 3 - 30
16. Results Continued
Student 4: Miscues decreased from 50/100 to 15/100
Fluency increased from 12wpm to 127wpm
Reading level increased from Level 2.0 to level 3.5
Letter/Sound Correspondence increase 1 – 37(I concluded the study
in early may, by June he was reading 5th
grade.)
Student 5: Miscues decreased from 30/100 to 7/100
Fluency increased from 58wpm to 69wpm
Reading level increased from Level 2.0 to level 3.1
Letter/Sound Correspondence increase 16 - 34
Student 6: Miscues decreased from 50/100 to 20/100
Fluency increased from 18wpm to 54wpm
Reading level increased from Level PP to level 3
Letter/Sound Correspondence increase 13 - 43
17. Current Work in My Classroom
Skip count while tossing tennis balls. All students should throw
and catch a ball each day.
Develop cursive to automaticity with guided & independent
practice. (Whole class)
For students with severe decoding difficulties, use of eye
exercises and particular attention to correct left to right letter
formation with sound association, developing cursive.
Test students in Sept for phonemic awareness(MONDO test
works) Students who are doing poorly, are put in a special
group(green folder group in my class) They get 1 – 4 to one
work on correct letter formation with sound association 3-5
days per week.
2016 Green folder group in my classroom, 5 days per w from
January – June. five students in group 1. Three students in
group 2.
18. Results
9 Students in 2 classes were given specific phonetic
instruction using correct letter formation with sound
association 4 – 5 days per week 10 minutes per day.
The average gain on their MCAs was 11 points. The
highest gain was 29 points the lowest was -1 by 2
students.
The gains were: 29, 9, 18, 15 20 -1, -1, 0, 15 points
gain on the MCA.
1 student moved up 3 years in class IRL. 6 of the
nine students moved up 2 years and 2 students
moved up one year.
19. Research to Support
Development of Cursive Skills
Automatic production of letters is one of the most
important predictors of compositional skills and academic
success. (Berninger et al., 2006)
Writing activates neural specialization for letters. (James &
Atwood, 2009)
Forming letters by hand improved pre-literate children’s
ability to learn the letters. (James & Engelhardt, 2013)
Regular direct instruction in handwriting results in stronger
academic skills. (Baker, 2003; Berninger, 2007)
When students struggle to remember letters, having them
name the sounds as they form the letters helped with later
retrieval. (Edwards, 2003)
Even at the college level, handwriting skills predict the level
of academic success. (Peverly, 2006)
20. Writing to Reading Research
RESEARCH SUPPORTING THE IMPORTANCE OF TEACHING CORRECT LEFT TO
RIGHT LETTER FORMATION
Karin James/Thea Atwood 2006: The Role of Sensorimotor Learning in the Perception of
Letter-like Forms: Tracking the causes of neural specialization for letters. Karin James
and Thea Atwood 2008; Psychology Press
“The functional specialization for letters may be caused by the way that we learn to
recognize letters and, more specifically that specialization for letters may reflect the
sensorimotor integration that is required when we learn to write letters” (James & Gauthier,
2006; Longcamp et al, 2003)
Sensorimotor experience in the form of learning to print and write letters allows the interplay
between motor production and visual perception to broaden the stored representation of
letters. That is, motor construction of forms may lead to motor programs that are stored
with visual information.
p. 4 “ Babock & Freyd 1988, Freyd 1983 found that the way a subject is taught to write a
letter-like symbol directly affects their subsequent recognition of that symbol. In addition,
writing experience can alter the perception of movement illusion in written symbols. (Tse &
Cavenagh. 2000) and knowledge of cursive stroke direction affects anticipated letter
identity* (Orleaguet, Kandel & Bois 1997) Longcamp et al (2005b) demonstrated that
children recognize letters more efficiently after being trained to print letters versus being
trained to type them. Forming the letters by hand creates the visual recognition.
(*I found this to be significant when teaching students letter sound association. Students
would start to say the sound correctly when they formed it, at times suddenly recognizing
the sound which was triggered by the letter formation.)
21. IMPLICATIONS:
Writing and learning to form letters correctly helps children to recognize letters
more efficiently. When teaching students to correctly form their letters, left to
right, teach them to say the sounds as they form the letters. The research is
showing that correct left to right letter formation develops more efficiency with
knowing the sounds. Orton and Gillingham knew this in the 1930s when they
developed methods for teaching dyslexics to read. They discovered that a
meticulous left to right letter and phoneme formation with sound association
improves efficiency of recognizing letters on a page of print.
Eye exercises were invented by an optometrist in the 1920s. Pencil tracking and
pencil pushups are the basic beginning for doing eye exercises: Skeffington,
1925
Left to right movement with awareness of left and right side of the body to
develop a sense of left and right will help students differentiate b, d, p, q, g
(printed g is very similar to q) and other similar letters. All movement helps.
Balancing and cross body exercises help light up the brain.
Catching balls develops visual skills and eye hand coordination.
Writing a large figure 8 on the board or on a window or mirror will help develop
correct eye movement. Word finds and mazes as well. Do the mazes visually
with an eraser show your partner the solution. Race your partner.
Copying from the board to the paper or a book to the paper develops lense
flexibility.
22. Now what?
Awareness
Teachers should know the signs
Workshops
Train teachers and other professionals to recognize and
ameliorate poor visual motor skills
Train first through fifth grade teachers how to teach students
correct letter formation. Also train teachers the amount of
follow through needed to insure students gain automaticity in
their writing.
Strategies
Develop printing and handwriting skills to automaticity with
correct left to right letter formation
Far to near point copying (from board to paper to develop
lense flexiblity)
Mazes, word finds, drawing
Pencil tracking and pencil push-ups
23. For those who want to ensure
future success for all students
Contact your representatives
3 states have visual motor
screening laws
25%-50% of students will continue
to struggle with correctable
difficulties until we find a way to
help them.
24. Contact information
Mary Joachim Huber
Joachim.Huber@spps.org
763-807-1146
5th
grade at Farnsworth Aerospace Magnet
Editor's Notes
Have you noticed students who have trouble touching lines, closing letters or spelling words correctly. What about students that seem to have the mechanics of reading but cannot stay on task to read. When students have been bombarded with phonics but don’t seem to be able to apply what they learned, i.e. they know the sounds for letters and phonemes on flash cards but seem to forget them when reading a full page, something must be amiss.
Demonstrate: Pencil push-ups, tracking and doing mazes visually/timed
Show audience the website. Have them try the activities if they have their own computer.
Do ball activity.
Demonstrate formation of figure 8s on white board or mirror. Arms length. Eye level. Large figures.