Tape Recorders, Fry's Word List, Repeated Reading

Currently, Coleman has the most problems still with words that do not phonetically make sense.

A friend and professor at UWG writes,
"Most words which do not "follow the norm" need to be learned as sight words. Just like the multiplication tables, simple repetition often works best if done in a format halfway interesting to the reader. Remember that the 300 most used words in English make up roughly 67% of ALL written text!"

(Here's a list of those 300 words plus the next 300 most widely used words, known as Fry's Word List:
http://www.uen.org/k-2educator/word_lists.shtml . Also included at bottom, are a list of 220 words, prepared by E.W. Dolch, generally make up from 50 to 75 percent of the reading material encountered by students. )

Does Coleman get to hear himself read? He should practice a short passage (200 wd. max.) until he's reading at 100 wpm min. WITH fluency and some expression. Keep at the same passage until he's proficient at this using a tape recorded and a passage just below his reading level. (See: S. J. Samuels' Repeated Reading Procedure in The Reading Teacher journal) It works wonders."

I could not find Samuel's article freely available - but I did find this article reviewing his technique and variations: http://forpd.ucf.edu/strategies/stratfluency.html

Strategies for Helping Dyslexics - 5 articles

Listed here are 5 articles Sandy Crux has written based on a textbook she had published in the early 1990’s entitled Learning Strategies: Compensations for Learning Disabilities. The strategies and technical aids are meant to help children, youth and adults succeed in school or work situations by accommodating or compensating for reading, studying, memory and organizing difficulties. Something has simple as having a child tape record themselves reading is one example of a suggestion.

see http://crux-of-the-matter.com/strategies/

Remedial Instruction Rewires Dyslexic Brains, Provides Lasting Results, Study Shows

Science Daily News often reports studies on dyslexia - see this one report from 2008: Remedial Instruction Rewires Dyslexic Brains, Provides Lasting Results, Study Shows -
http://www.sciencedaily.com/releases/2008/08/080805124056.htm
and this one - http://www.sciencedaily.com/releases/2008/06/080611103900.htm

THIS one shows/ discusses the Davis Dyslexia method of using clay to model words, thought it does not specifically attribute the method to Davis. In the video, do you see how the student uses the clay? This is exactly what they had Coleman do... it's the kind of thing/ approach that helped Coleman retain the sounds/ meanings/ spelling of words that we reviewed. Read and see the video here:
http://www.sciencedaily.com/videos/2008/0505-learn_to_read_through_sound.htm

Standardized Test Scores Jump Significantly in One Year!

I think that these test score results, from 3rd grade versus 4th grade, speak for themselves. The first image comes from his 3rd grade report; and the second image comes from his 4th grade report. As you can see, reading comprehension - and just about everything else - went up significantly. These findings are also in line with the progress shown in his SPLA annual assessments from 2007 versus 2008.

New Zealand Ministry of Ed Finally Recognizes Dyslexia as "Real" - June 07

View this... then tell me...
when will with the US education system follow suit?

I work at the University of West Georgia. I've had more than one "expert" here tell my that Dyslexia does not really exist. I've had representatives from the public school systems tell me the same thing. Have they really not seen the recent brain research? Or are they avoiding the issue because addressing it would be costly?

How costly is it for the US educational system, then, to bury their head in the sand and continue on the same disastrous path?!

What's Next? Davis Dyslexia Program, Orton-Gillingham, Counseling

Though Coleman's recent reevals show huge progress, as the curriculum gets more challenging and time passes, we'll have to stay on top of the issues and continue to practice strategies to cope and improve.

Though released from the SPLA therapist, she recommended an Occupational Therapist eval for visual perception issues. I still want us all (the family) to get some counseling, to continue to help improve understanding and lingering self-esteem issues. And we're also considering trying an Orton-Gillingham program, to help with Coleman's continued weakness in decoding.

One thing is for sure - we will definitely do more Davis Program work this summer!

Re-Eval Shows Real Progress; Davis Dyslexia or SPLA Therapy?

Coleman just completed an annual reevaluation at his Speech/Language Therapist's office. The progress that has been made in one year is amazing! He's maintained As and Bs in his accelerated private school; he can read and do homework independently (and correctly) for the most part; and most importantly, much of the anxiety and worry has gone away. His Grays test results show that he is now on grade level or above on all aspects except decoding and word attack. In some areas he's 2-3 grade levels above.

On the way home from the results meeting, I explained that he would not need to go back to SPLA therapy any longer. He said... "I don't know why I ever went in the first place. The only thing that ever really helped was Scott!" (Scott being is Davis Dyslexia program guide).

I don't know that I agree with Coleman's perspective 100%... I saw real progress with his rapid naming and writing skills during the sessions with the SPLA therapist (Linda Lane at Scottish Rite in Ga). She also taught Coleman to work past the frustration and keep going without giving up/breaking down; and to have fun while learning. She was also open-minded to the Davis Program and supportive of our efforts. We are very thankful for everything she has done for us, both providing professional help and personal support!

I do know, though, that nothing else made such an immediate significant difference than did the week he spent in the Davis program. I will be forever grateful to the Davis program and Scott. I wish EVERY child struggling could have this experience. I wish it was covered by insurance or part of today's public school services.

If someone asked me which one was better - the Davis program or SPLA therapy - I would not be able to choose. They have both been instrumental in Coleman's progress and if I had to do it all over again, I'd do it the same way.