#LDchat Archive
Understood holds this weekly Twitter chat that aims to keep the momentum going and raise awareness of learning and attention issues. Follow along with hashtag #LDCHAT and follow users @understoodchats & @understoodorg. Experts will be available to answer your questions and concerns and share resources from Understood.org.
Wednesday May 18, 2016
12:00 PM EDT
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Welcome to LD Chat! Today, we’re talking about . This is Dan with Understood. I'll be moderating with .
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We’ll use a Q1, Q2… format for questions. Please use the A1, A2… format for answers.
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Hi - Sherri here from Texas. Dyslexia Therapist
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Hi Sherri! Thanks for joining. Looking forward to your insights.
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So glad to be here!! This is a GREAT topic :)
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Hi! Paget from Atlanta. Orton-Gillinghams learning specialist, author, and college prep/standardized test expert
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Q1: What are some signs and symptoms of that parents and educators may be seeing?
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Morning all from cloudy Oklahoma. I need some sun☀️
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Thanks! Daytime chats are hard for me to get to, but I make it when I can. :)
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Hi Paget! Thanks for joining.
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Hi, Ginny! Good to see you, too. :)
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Hi ! Fellow OG person! Thanks for joining!
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Let's hope this chat can brighten your day (sorry...that was bad, wasn't it?) :)
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Cloudy and rainy just south of you, here in Texas, too :/
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Hi Virginia! Always great to have you.
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A1 lack of progress to connect sounds and symbols to read despite intervention
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A1. Difficulty with rhyming is an early sign
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delay in making letter/sound connections
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A1. Issues with blending and segmenting sounds
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A1 Of course there are the text related signs, but I'd also watch for avoidance of reading/writing. Big sign something's going on
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Q2: What are some effective teaching strategies and classroom accommodations for kids with ?
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A1 I really saw in my son with sight words-would "know" them then you mixed them up & he was back to square one. He memorized them
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Sunny in Minnesota. Cold morning, though. We had a freeze overnight!
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A1. And in my own son, late talking
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Agree that avoidance is red flag, but also slow to name and ID sounds attached to letters, rhyming
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Agree that avoidance is red flag, but also slow to name and ID sounds attached to letters, rhyming
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A1. Parents & teachers often assume attention issue rather than a learning issue like dyslexia. Sometimes mistake as anxiety as well
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A2 Being given a little extra time to answer questions out loud & warning about being read aloud to helped me a lot as a kid.
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A2. Text-to-speech, highlight important information, combine visual with verbal information
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A2 I wish more did word diagrams, once you understand the roots of words spelling and reading is easier.
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A2 When teachers sprung questions on me or called me up to do things on the board without warning, anxiety shot way up.
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- Did you do popcorn reading as a child?
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I was a late talker, too. Went from no real words to full sentences at around 2.
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A2. Small group instruction, multi-sensory instruction, & understanding that dyslexia is not just reversing letters and/or numbers!
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- randomly calling on students to read aloud-whether their hand is raised or not!
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A2 build the spelling list around language concepts not random words w/o language connection. All Ss benefit from read aloud too
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Oh! Yes. Some of my teachers did that. Horrible. I still have trouble reading aloud
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Q3: What are some ways to provide the emotional support for kids with ?
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I hate popcorn!!! If teach does do it never leave it for a sub to do. To many chances to damage esteem
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A2. I agree, read alouds are wonderful for kids of all ages
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A2 multisensory instruction, distributed practice, and visual prompting can help too.
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A3 Positive reinforcement! Focusing only on the negative discourages and breaks confidence down to nothing.
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Exactly. Gives bullies extra fodder, too. Public humiliation.
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A3 find the places the do have success and recognize it! Boost their esteem where you can to balance their struggle.
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A3. I work with older students, but I find that giving them a safe space to vent frustration is very important!
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A3 groups like Eye to Eye - where they can hear from older LD kids...they can be successful, too, etc.
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A3 help them learn to advocate for themselves. We need to teach the snail to all but esp Ss with LDs
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A3. Teaching self-advocacy skills, set realistic goals
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Great example! Eye to Eye is one of Understood's partners.
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A3 setting realistic goals so progress is caught and celebrated.
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Right there with you on that self-advocacy!
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A3. Would also say it is important not too placate; rather, show these kids their brilliance and the brilliance of many
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A3 I have a "Famous Dyslexic" board in my room & we talk about how they did not let Dyslexia keep them from success
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A3 I think "think alouds" around positive self talk and teaching kids to check work, too!
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- I love how you phrased "progress is caught" - it's the little things sometimes
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uhh auto correct. Skill not snail.
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That's fantastic! Showing stories of successful people with can be really inspiring.
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Effective accommodations can help, too!
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A3 also... Adolescents need a community especially. Understanding and belonging is vital
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Last questions coming up...
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Q4: How can parents and educators create a culture of reading for kids with ?
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A4 Emphasize content, not mechanics. No amount of accommodation will foster a love of learning or reading without interest.
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A4. Lots of reading for pleasure, bedtime stories
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Having books that kids choose accessible. Making time for reading that is not instruction. Model reading on your own and to them
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A4. Partner reading with audio sources and movies. Allow the student some choice. Harry Potter was key for so many of my students!
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Any final thoughts on understanding before we sign off for the day?
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A4 teachers, reading with students often, picking one reasonable step that can be worked on and attained soon is key.
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- What are some other favorites in your classroom?
