Over the last month, I've discovered what I presumed to be true. My child has dyslexia. My blog is dedicated to these wonderfully different learners. I marvel at their creativity, out of the box thinking and their infectious need for humor. This is a journey of our discovery process and our journey homeschooling with what works. I hope you will find encouragement along with helpful advice in teaching your right brain learner in this left brain world.

Saturday, November 20, 2010

The key ingredient to reading success!

I've been learning so much about dyslexia in the last couple of months, and I have to admit knowledge is power in this case. If you can't understand why your child is struggling, how will you know how to help him.

In the early 1980's, the United States Congress mandated the National Institutes of Health to research learning disabilities and answer seven specific questions.

After conducting longitudinal research plus numerous studies on genetics, interventions, and brain function, we now have a great deal of independent, scientific, replicated, published research on dyslexia.

This page shares the research results released by the National Institutes of Health from 1994 to the present, as well as from dyslexia researchers in several others countries.

NIH coordinated 18 top-notch university research teams throughout the United States to answer the following questions posed by Congress:

* How many children are learning disabled?
* Clearly define each specific type of learning disability.
* What causes each learning disability?
* How can we identify each learning disability?
* How long does each disability last? Map its developmental course.
* What is the best way to teach these children?
* Can we prevent any of these learning disabilities?

NIH investigated dyslexia first because it is the most prevalent learning disabili

These research results have been independently replicated and are now considered to be irrefutable.

* Dyslexia affects at least 1 out of every 5 children in the United States.
* Dyslexia represents the most common and prevalent of all known learning disabilities.
* Dyslexia is the most researched of all learning disabilities.
* Dyslexia affects as many boys as girls.
* Some forms of dyslexia are highly heritable.
* Dyslexia is the leading cause of reading failure and school dropouts in our nation.
* Reading failure is the most commonly shared characteristic of juvenile justice offenders.
* Dyslexia has been shown to be clearly related to neurophysiological differences in brain function. Dyslexic children display difficulty with the sound/symbol correspondences of our written code because of these differences in brain function.
* Early intervention is essential for this population.
* Dyslexia is identifiable, with 92% accuracy, at ages 5 1/2 to 6 1/2.
* Dyslexia is primarily due to linguistic deficits. We now know dyslexia is due to a difficulty processing language. It is not due to visual problems, and people with dyslexia do not see words or letters backwards.
* Reading failure caused by dyslexia is highly preventable through direct, explicit instruction in phonemic awareness.
* Children do not outgrow reading failure or dyslexia.
* Of children who display reading problems in the first grade, 74% will be poor readers in the ninth grade and into adulthood unless they receive informed and explicit instruction on phonemic awareness. Children do not mature out of their reading difficulties.
* Research evidence does not support the use of "whole language" reading approaches to teach dyslexic children.
* Dyslexia and ADD are two separate and identifiable entities.
* Dyslexia and ADD so frequently coexist within the same child that it is always best to test for both.
* Children with both dyslexia and ADD are at dramatically increased risk for substance abuse and felony convictions if they do not receive appropriate interventions.
* The current "discrepancy model" testing utilized by our nation's public schools to establish eligibility for special education services is not a valid diagnostic marker for dyslexia.

There is so much information right there, so I'll point out some of these that helped us.

1. Dyslexia is identifiable, with 92% accuracy, at ages 5 1/2 to 6 1/2.

2. Reading failure caused by dyslexia is highly preventable through direct, explicit instruction in phonemic awareness.

3. Children do not outgrow reading failure or dyslexia.

4. Early intervention is essential for this population.

My point here is DON'T wait! Do not believe in the development lag theory. They may learn to read, but they will never catch up to their counterparts. There will always be a gap. Please don't wait. It is identifiable, and there are things you can do to prevent dyslexia.

Now for the best part. Dyslexia is a structural and functional brain difference. People with dyslexia process language differently, so what does that mean to a mom trying to teach their child how to read? Even after you've taught your child all the letters and their sounds, they are still struggling. It doesn't make sense right? The answer is. These children have a phonemic deficit.

Quotes from prominent NIH researchers:

"The lack of phonemic awareness is the most powerful determinant of the likelihood of failure to learn to read."

"Phonemic awareness is more highly related to learning to read . . . than tests of general intelligence, reading readiness, and listening comprehension."

"Phonemic awareness is the most important core and causal factor separating normal and disabled readers."

NIH research has repeatedly demonstrated that lack of phonemic awareness is the root cause of reading failure. Phonemes are the smallest unit of SPOKEN language, not written language.

Children who lack phonemic awareness are unable to distinguish or manipulate SOUNDS within SPOKEN words or syllables. They would be unable to do the following tasks:

* Phoneme Segmentation: what sounds do you hear in the word hot? What's the last sound in the word map?
* Phoneme Deletion: what word would be left if the /k/ sound were taken away from cat?
* Phoneme Matching: do pen and pipe start with the same sound?
* Phoneme Counting: how many sounds do you hear in the word cake?
* Phoneme Substitution: what word would you have if you changed the /h/ in hot to /p/?
* Blending: what word would you have if you put these sounds together? /s/ /a/ /t/
* Rhyming: tell me as many words as you can that rhyme with the word eat.

If a child lacks phonemic awareness, they will have difficulty learning the relationship between letters and the sounds they represent in words, as well as applying those letter/sound correspondences to help them "sound out" unknown words.

So children who perform poorly on phonemic awareness tasks via oral language in kindergarten are very likely to experience difficulties acquiring the early word reading skills that provide the foundation for growth of reading ability throughout elementary school.

Phonemic awareness skills can and must be directly and explicitly taught to children who lack this awareness.

How do you teach this necessary skill to your child. We've started using the Barton Reading and Spelling System. I am in no way trying to sell or promote this program. I only want to share what is working for us and many, many, many other parents. Just get on any message board about dyslexia and you will see. Many people are using different techniques, but what you will quickly notice is the people using Barton or any other Orton-Gillingham influenced reading system are getting results. The reason we are using Barton is because it was created for the parent to teach their child and not to be used in a classroom.

Here is a list of other Orton-Gillingham influenced reading programs.

The pure, unchanged, original method.A.C.C., Massachusetts General Hospital

Designed for classroom settings of young children in the first, second, and third grades.The Slingerland Institute

MTA (Multi-sensory Teaching Approach)
Edmar Educational Services
214-321-8656 (Phone/Fax)

Alphabetic Phonics
Texas Scottish Rite Hospital for Children

Wilson Reading System
Wilson Language Training Corporation

Language!Sopris West

Project Read
by Enfield and Greene
Published by The Language Circle

Recipe for Reading

Preventing Academic Failure (PAF)
Published by Educators Publishing Service (EPS)

We are in Level 1 of the Barton system and here is how it works. I say a made up word: IZM and Big Brother has to pick from a pile of color coded tiles one to represent each sound. As we go further on in the lesson, I will start changing one of the sounds, and then he will compare the sounds in two different made up words. Once you start doing this, you can see how it teaches them to read and spell.
Again, we are only in Level 1 and already both Big Brother and I am seeing a difference. He's been running around spelling like crazy. This is NOT normal at this level, because print isn't even introduced yet, but I drilled him so much when he was younger on letters and their letter sounds that he knows them pretty good. When I mentioned that he was spelling a lot, he said, "Mom, this program is helping me. It's helping me to hear the sounds". That is amazing that even a 6 year-old can recognize this.

If you have any questions or comment please leave one for me. My honest goal is to inform and help other families.

All research information and picture is taken from the Bright Solutions Website.

Thursday, November 18, 2010

So you think T.V. is bad

In my short 2 years of homeschooling, I've come across several homeschoolers who are anti-television, and honestly, I can't understand why. My children have learned so much from television. Frequently, I catch myself saying to them, "Where did you learn that?" Their response is usually, "on T.V.". Although, I'm usually impressed with some of their knowledge or vocabulary, I'm not immune from the mommy guilt. I've read the articles that state " Watching Television Causes ADHD". So, what do I do with that information? Do I allow my parental perfectionism to get in the way of my critical thinking. I have three research subjects at home, and all have been allowed to watch television, and none of them possess any ADD or ADHD traits.

Maybe you've read the same study or perhaps a respected authority figure has told you of the statistics. Well, I came across this study in the American Journal For Pediatrics.

We found no significant association between hours of watching television and behavioral problems in any of the age groups, although the results do not rule out such an effect, especially not for those who spend the longest time in front of the television (Table 1).

But you say, this study says it doesn't rule out such an effect. That's right. They just can't find a correlation between the two. One thing that they suspect, is that the ADD or ADHD behavior is present, and these children usually calm down watching television, and it gives the parents of these children a much needed break. Further down in the same article from the American Journal of Pediatrics this is what it says,

It is a clinical experience that watching television can engage children with ADHD for some time, probably because of the constant visual and auditory stimuli they receive from these media. The parents of these children may therefore be more likely to allow them to watch television for longer periods of time. The children in our study, who were watching >11/2 hour of television at the age of 31/2 years, were more likely to have ADHD-like behavior already at this age. The direction of causality may very well be the opposite of what is concluded by Christakis et al.

Although they aren't positive, it appears that watching T.V. is not the cause of ADD or ADHD, but that ADD and ADHD can cause children to want to watch more T.V.

Now don't get me wrong. I don't plop them in front of the television so I can get my whole house clean, or to go take a bubble bath and eat Bon Bons. No, instead I use it to send a quick email, talk to friend on the phone, or write out our plans for the week. And, I always, always, always use it to get dinner made. By that time in the evening, I need to cook in peace. I pick the shows that we can agree on. Not all shows are created equal. I look more at the moral content than I do at the education content of a show. And no, they aren't all educational. My children enjoy humor, and so some shows are just pure entertainment. We have designated times that we watch television, and the T.V. isn't on all day. Frankly if it was, my kids would just walk away from it and go play. Building a fort, creating an awesome Lego vehicle, riding their bike and running around outside is always more interesting than watching television.

So why do I meet so many homeschoolers who are against watching television. Many of my friends, myself included, embrace a Charlotte Mason educational philosophy. In my opinion, I think we are longing for a time that is slower paced, family oriented, one that just seems more wholesome. I'm sure you have a picture in your mind, you know the one where the whole family is gathered around a fire in the living area. The children are laying on the floor tinkering with blocks or with a toy they made with their own hands. The smell of mom's fresh baked pie is wafting from the kitchen, grandma is snuggled up with little Susie rubbing her back and mom and dad are sitting on the couch holding hands all while Grandpa reads or tells of a great literary story. Wait a minute....isn't that Waltons?

How do we get to Walton's Mountain when we live in the information age? It's hard to find our way when everyone is surfing the net and riding the information super highway. For our family I think I will make it a point to keep the television off when our family is all together. I'm going to hold sacred that precious time when Dad comes home from work and we are able to eat together. I will be committed to keeping sacred the last couple hours of the day before bedtime. Last night I noticed the television was off when my husband came home, and I caught him playing Duck, Duck, Goose and Freeze Tag. Those are the moments I don't want to miss. Plus, it is very entertaining to watch a six-foot man get up from a crossed-leg position and chase a 4 year old around the house.

Tuesday, November 16, 2010

Time 4 Learning

I've been invited to try Time4Learning for one month in exchange for a candid review. My opinion will be entirely my own, so be sure to come back and read about my experience. Time4Learning is an online educational program that can be used in many ways including as a homeschooling curriculum or afterschool tutorial. Find out how to write your own curriculum review for Time4Learning.

Friday, November 12, 2010

Training Your Brain

Clipart Heaven

Would you like to increase your memory,attention span, processing speed or flexibility. Try some of the games at Luminosity.

Thursday, November 11, 2010

The generosity of some people never ceases to amaze me. A mother of 2 special needs children has created a spreadsheet that includes all the free learning and educational websites available with links to each site. Free Educational Websites

Virtual Thanksgiving Field Trip

Myspace Thanksgiving Day ClipartThe First Thanksgiving – Virtual Field Trip

I found this info on the Lesson Pathway Blog. Sign-up for a virtual field trip.
On November 16 at 1 pm EST, take a vitual field trip that will lead you on a journey to meet a Pilgrim and a Wampanoag from Plimoth Plantation. Preregistration is required. Teaching resources are also available at Thanksgiving Central.

Free Thanksgiving Unit Download this free Thanksgiving unit for notebooking or lapbooking. The unit includes basic Thanksgiving history, notebooking/lapbooking pages, word searches, and Thanksgiving vocabulary. In addition, there is a link to a free November coloring book for your little one.

Dysphonetic or Dyseidetic

There are three types of dyslexia; dysphonetic, dyseidetic or a combination of both. Here are some signs of each.

The terms 'dysphonetic' and 'dyseidetic' are words used to describe typical symptoms of dyslexia. The person labeled 'dysphonetic' has difficulty connecting sounds to symbols, and might have a hard time sounding out words, and spelling mistakes would show a very poor grasp of phonics. This is also sometimes called "auditory" dyslexia, because it relates to the way the person processes the sounds of language.

The 'dyseidetic' individual, on the other hand, generally has a good grasp of phonetic concepts, but great difficulty with whole word recognition and spelling. This type of dyslexia is also sometimes called "surface dyslexia" or "visual dyslexia."

This was taken from the www.dyslexia.com site.

Wednesday, November 10, 2010

Free Curriculum

I've been looking for curricula and any educational activities to help with my sons learning. We are using an awesome curriculum, but I still can't get out of the mentality that more is better. I know it's not, but I just can't help myself. I found this awesome website that has free curriculum, and from what I looked at so far, it looks like it has great multi-sensory activities that are proven to work for kids with learning differences. The only downside to this site is that it is a bit labor intensive for the teacher, but from what I could tell, it looks well worth the effort. If you are interested in a free and complete curriculum, check out Lesson Pathways

Friday, November 5, 2010

Dyslexic Like Me - I love this site

I found an awesome website dedicated to dyslexia. It has everything; books on dyslexia, products to teach dyslexics, organizations dedicated to dyslexia, schools for dyslexics, famous dyslexics and some of their quotes. I just love this site. If you get a chance visit it. Dyslexic Like Me