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.

Lying versus Reality; and Follow-up with Davis Program

Recently Coleman has been lying... sometimes telling tall tales.. and sometimes to get out of schoolwork/ studying for tests. We took swift action... taking away the things he loved the most... his golf cart and pool. When discussing the issue with Coleman, he did indicate that he was feeling a lot of pressure in school and he asked to go and see Scott again (see Davis Dyslexia post Aug 2007). He asked - it was all his idea.

I also saw the need for a follow-up because I personally had fallen off my duties in continuing to work with him in the clay and reading methods. I needed to get recommitted.

During our follow-up meeting with Scott, he explained that sometimes picture thinkers (dyslexics) have such vivid imaginations that what they see/experience becomes so real they actually think something really occured. For example, Coleman told a story about a bear approaching our camp once when he was little - which was not true -- but he was absolutely convinced that it DID happen. So, on one hand we need to understand his confusion of the facts. On the other hand, lying to get out of something is not "by accident" and most certainly should have consequences.

Coleman (and I) were reenergized by the follow-up and I have doubt it will help us get back on track.

Sound Training Rewires Dyslexic Children's Brains For Reading

A great article...

Sound Training Rewires Dyslexic Children's Brains For Reading

ScienceDaily (2007-11-04) -- Brain imaging adds further support to the idea that at least some children with dyslexia have trouble processing sound, rather than a visual problem. The study also shows that computer-based sound training exercises can not only improve reading but literally rewire the brain. The findings may help clinicians detect and remediate dyslexia even before children begin learning to read. ... > read full article

Sometimes He Can't Say What He Really Means

Example: He said "I can't", regarding a timed short division test (there's 100 division problems all on one page and students have 7 minutes to do them all).

This was strange, since I've watched him do long division during homework, pretty easily. We initially thought that he meant he could not do division... so we tried to go over again how to do division... he blocked us out...did not listen.. got upset... said "I can't" again. Then he just wouldn't - was belligerent - gave up - refused to do it - called himself stupid - cried.

Later, we talked about it again... he said in frustration "I can do it, I just can't do it THAT WAY!" What he meant was that he could not look at one page full of the facts and do it just by looking... he has to write them down. We tried it this way - with a cover sheet on which he wrote the problem and worked it out - and went zipping through them with no problem. Now, with a cover sheet, he makes 100s on these tests.

Lesson: I have to be patient and remember that Coleman really is the type of kid wants desperately to please; he is as upset as anyone when "he can't" because his brain doesn't "work right"; sometimes "I can't" really means "I can't do it that way" and what is really needed is another way of doing it :-)

School Has Been So Much Better This Year

The difference in Coleman, since the Davis Orientation week, as been dramatic! Even his Speech Language Therapist noticed during their first meeting after the sessions. The most noticeable difference is in his attitude and confidence level. Scott had somehow gotten through to him. Now, the kid who was once ashamed and confused about "what was wrong with him" openly tells people about his dyslexia and the struggles it causes -- and is sometimes pleasantly surprised to find that many others, both young and old, face some similar challenges. He also better understands the pros that come along with the cons... and can finally say, "Okay, I'm not so good at reading but I am great at math." Now, the kid who would cry and get angry with frustration at the drop of a hat, has more patience with himself and doesn't get so upset/emotional when struggling with homework.


And maybe the clay work, the learning the alphabet backwards, the deep breathing exercises, the concentration/ balance work, wasn't so strange after all. The Speech Language Therapist at Scottish Rite says that many of the tasks that the Davis Facilitator had Coleman do, are similar to things occupational therapists do with kids all the time - and some of the tasks SPLA therapists do. So much of it seems similar to Montessori's kinesthetic teaching style, as well.


The teachers at the private school may not be experts, but they certainly have been most willing to listen, try new things, and give accommodations to Coleman (when he asks - which is not often - he's still often too proud). Also, switching classes this year (3 different teachers) has been positive not just for Coleman but for the other boys in the class (says the other parents). Shifting gears, getting up and walking around and then getting refocused on one subject at a time, the change of pace and change of personalities, all seem to work better for the kids/parents that I have talked with.

Coleman still has some bad days... but he's come to understand that he needs "strategies" and to accept help. For example, he kept forgetting some of his book or work for homework. We bought him a cool watch with three alarms. Now when that first alarm goes off at 2:45 he knows that it's 'his mom calling, reminding him to check his agenda list and put everything needed in his backpack'. This has worked great!

The Gift of Dyslexia - The Davis Dyslexia Correction Program

When my son was six the 'expert' said that he had mild ADHD and needed Ritalin, although he was not hyper (yea, I know, you don't have to be hyper to have ADHD/ADD). So I relayed the report to the pediatrician who quickly wrote the prescription and told me to call the nurse in a couple of weeks with an update. That was it. No discussion about the pros, cons, alternatives or dangers.

When I went to fill the prescription our long time pharmacist took one look and said "I know it's not my place... and I could lose my job over this... but I would NEVER put my child on this medicine without careful consideration. Please go home and do some research on this issue before giving him this medicine..."

So I did all the research... and decided to not medicate. I also decided that it may indeed be the answer for some kids... when the pros outweigh the cons... and when you are sure about a diagnosis. I was not sure. Something just didn't feel right. And ALL parents considering medication should do their homework first, get a second opinion -- the stats on how many kids are being medicated and possibly misdiagnosed every day are astounding! It is estimated that many kids that actually have a learning disorder are misdiagnosed with ADD/ ADHD -- to be fair, it is sometimes hard to diagnose a learning disorder until a child is older.

So...
at age 8 we sought a second opinion from a neuro-psychologist at Scottish Rite Children's hospital. It was then when she gave us the diagnosis that did make sense -- receptive/expressive language disorder and dyslexia.

I read every book/ article on Dyslexia and my son’s "receptive/expressive language processing disorder". It really is unbelievable/incredibly sad/ incredibly infuriating how little some doctors and educators know ... and also how ridiculously territorial and egotistical some “experts” can be.

I'm up late working while away for a week for some special therapy for Coleman. It's mind-blowing really. Wouldn't have believed it if I had not experienced first-hand.

What happened is this: I read the book "Dyslexia: The Gift" and the whole first part hit the nail on the head - as if describing Coleman exactly. (see http://www.dyslexia.com/ ) The second part (the therapy) sounded a little silly - too good to be true really. I spent months researching Davis' and others' methods/ research on the parents' discussion boards on Schwablearning.org, etc. I found that about 2/3 of the people who tried the Davisapproach swore by it and the other 1/3 said it was a waste of money. But - the thing is - EVERY approach no matter how research-based or not had the same 2/3 to 1/3 split. So we gambled and gave it a try. Now here we are. And I can tell you that just the transformation in Coleman's attitude and self-esteem has already been worth every penny. This "Davis Facilitator" guy named Scott - it's like he speaks Coleman's language. For the first time Coleman is with someone who "truly gets him" and that in itself has been priceless.

Scott tells us that he gave up a lucrative career to start over at 40 as a Davis Facilitator because he suffered so much himself as a dyslexic and was overwhelmed by the positive impact this program made on his own life. And there are stories just like his from all over the world. In fact, it's taking off much bigger outside the US. It's almost like a cult ;-) It's very kinesthetic - very Montessori-like. The most important thing of all is that - at least for my son - it really works. In just 3 days the difference in Coleman is amazing.

On a related note, Thomas West has some compelling theories related to dylexics/ visual
thinkers - see the description and reviews of his book -
http://www.amazon.com/Minds-Eye-Thinkers-Difficulties-Creativity/dp/1573921556

I don't have the patience to be a Davis facilitator myself - but the whole thing (so many kids being misdiagnosed as ADD/ADHD, the state of the education system, insurance not covering these types of treatments, etc) gets my blood boiling just enough to consider doing SOMETHING to help. But what?