Reflections on Year 8 Science with Sabbath Mood Homeschool...

Last week, I reviewed RileyAnn's Year 9 Science, where she used Ambleside Online. Today, I want to share Ruben's Year 8 Science and his use of Sabbath Mood Homeschool guides, combined with a couple AO books. First, a look at the books and resources and how I scheduled them....

Term 1

The Planets by Dava Sobel
SMH Astronomy - Form 3-4

Term 2

Secrets of the Universe by Paul Fleisher - AO Year 7
SMH Physics - Form 3-4

Term 3

Look at the Sky and Tell the Weather by Eric Sloane
SMH Weather - Form 3-4

All Year

The Lay of the Land by Dallas Lore Sharp - AO Year 7

I chose the above term books and resources based on exposure and interest. What I mean by exposure is, Ruben didn't have much in the way of formal science in the areas of Astronomy, Physics, and Weather in the past so I wanted him to gain some base knowledge before high school. In addition, I read aloud The Sea Around Us by Rachel Carson in our Morning Time, which is an AO Year 6 Science/Natural History book. I thought those three term topics, along with a study of the sea, would bode well for a general Earth Science course.

In addition, Ruben is extremely mechanical, having a natural bent toward physics and engineering. He is also interested in meteorology and the weather so I wanted to somehow tie those interests together. I feel the combination of books and resources we used this year accomplished that goal. On the other hand, in an effort not to be off balance with biology or a life science, I added The Lay of the Land, which Riley really enjoyed last year. Sharp was an American author, professor, and Methodist Episcopal minister, who wrote books about native birds and small animals. He was a naturalist of sorts, who wrote The Lay of the Land in 1908 about a variety of woodland critters and birds, of which, Ruben is familiar due to his passion for the outdoors.

Overall, Ruben had a very rich year of science. We/he enjoyed all the books with the exception of The Planets by Sobel, which I cannot recommend in good faith for a few reasons. I actually ended up stopping it and subbing out part way through the term. Instead, we used a combination of Album of Astronomy by Thomas McGowan and The New Astronomy Book by Danny Faulkner, published by Master Books, both of which I had on the shelf. We didn't read either from cover to cover, but rather pulled information that matched the notebook assignments and experiments in the Sabbath Mood Homeschool guide. McGowan's book does have some evolutionary content, but Faulkner's book is from a creationist perspective and the combination afforded a nice balance.

In my humble opinion, Secrets of the Universe is a MUST READ for middle or early high school or anyone looking to gain knowledge of physics. It's a wonderful introduction. Fleisher's writing is easily accessible and engaging. Unfortunately, it's been out of print for some time, making prices for the original book ridiculous. Fortunately, it has recently been reprinted by Living Book Press in 5 separate books. The Sabbath Mood Homeschool guide is not necessary as Ambleside Online offers a reading schedule in their Year 7 curriculum. However, I wanted a guide to add a bit more to Ruben's study. It gave him notebook suggestions, links to various websites for further study, discussion prompts, and experiments, which he read through, but didn't perform.

Ruben's favorite science book of the year was Look at the Sky and Tell the Weather. Sloane's writing is interesting and his illustrations are amazing! RileyAnn also enjoyed Eric Sloane's Weather Book when she read it as part of her AO Science study in 8th grade. In addition, we read Diary of an Early American Boy by Sloane several years ago as part of Sonlight. Apparently, Sloane wrote a series of six weather books over his life. We will most likely be adding others to our future science studies.

The Sabbath Mood Homeschool study guides include 33 lessons that you can either schedule three times a week for 11 weeks, followed by a 12th week of exams, which is what we did. Or, you could schedule a lesson once a week for an entire school year, breaking for exams at the end of each term. The exams are included in the study guide. Again, they are not necessary to the books. You could simply read and narrate or notebook on your own. However, they were easy enough to follow and I liked having them as a jumping off point. I appreciate the advance work Nicole William's did for me.

Basically, Ruben followed the guides by doing a different lesson Monday through Wednesday. Then he read a chapter from The Lay of the Land on Thursday. He studied a different book each term as noted above. After his reading, he created one notebook page each week as part of his written narration. As you may know, Ruben is dyslexic and struggles with writing. Often times, I would help him pick out a main idea to summarize after the reading or assign him a copywork passage from the reading to accompany his illustration. Here are samples....

How I Read Along With My Upper Level Students...

As Riley and Ruben get older, I have stopped reading all their books aloud to them for obvious reasons. This has been bittersweet. Some days, it's a relief not to have to strain my voice for hours. On the other hand, I greatly miss those times of snuggling up and the discussions of our reading. This year, I found a solution, which has afforded me the best of both worlds. I scheduled Riley and Ruben to read some of the same books. Then I adapted their list as my own personal reading. Given time constraints, I'm still not able to read everything they read. But, overall, our new system went well. I was able to encourage independence in their studies while still engaging in their education. I call it read along instead of read aloud.

We use a multitude of media in order to make our reading possible. Given Ruben's dyslexia, he reads some books traditionally and listens to some on audio. Our library system offers certain titles on a gadget called a Playaway. Playaways are small MP3 devices containing an individual audiobook. There is no download or WI-FI necessary. We simply add a battery and our headphones. Because of their size, smaller than a deck of cards, they are very portable. And, since they are pretty much foolproof, Levi (age 5) has enjoyed several books on Playaway as well. We have also used books on CD, Audible, and Librovox to aid in our reading since not every book is available on a Playaway. These various types of media have allowed me hands free reading while I'm cooking and doing laundry. I also use audio versions in the early morning or late evening, when it's dark and my eyes are tired.

This year, the three of us finished reading several of the same books independently through use of above mentioned mixed media, including:

Watership Down by Richard Adams
- Riley read a hard copy
- Ruben listened to CD
- I used a mix of Playaway and hard copy

The Prince and the Pauper by Mark Twain
- Riley and Ruben read a hardcopy
- I listened on Librovox

English Literature for Boys and Girls by H.E. Marshall
- Riley and I read a hardcopy

Ivanhoe by Sir Walter Scott
- Riley and I read using a mix of hardcopy and Audible

The Daughter in Time by Josephine Tey
- Riley and I read hardcopy

In addition to our mixed media, I did still read aloud certain titles. In our second term, I threw in a couple of bedtime read alouds as winters are cold, dark, and long here in Wisconsin. There's no better time to gather round a great book than December through February. These titles included Black Fox of Lorne by Marguerite de Angeli and Otto of the Silver Hand by Howard Pyle.

I also slipped a few read alouds into our Morning Time that I wanted everyone to be exposed to at one time. These were:

How to Be Your Own Selfish Pig by Susan Schaeffer Macaulay
The Pursuit of God by A.W. Tozer
In His Steps by Charles Sheldon
Citizenship by Charlotte Mason - select readings
Whatever Happened to Penny Candy? by Richard Maybury
Brendan Voyage by Tim Severin
The Mystery of the Periodic Table by Benjamin Wiker
The Elements by Theodore Gray - select readings
How to Read a Book by Mortimer Adler - select readings
Macbeth by Shakespeare
The Story of Painting by Janson
Grammar-Land by M.L. Nesbitt

Lastly, Ruben and I read many of the same books Riley read for her Beautiful Feet Intermediate History study, albeit on our own time schedule. Some of which, I read aloud to him, often times, reading alternate chapters individually, particularly toward the end of the year as Ruben became stronger in his reading ability and started gaining a desire for independence. It got to be a game where he would sneak the book and read ahead of me. I wholeheartedly played along, stifling my excitement in his inclination toward self-sufficiency.These books included:

Beowulf by Michael Morpurgo
One Thousand and One Arabian Nights by Geraldine McCaughrean
King Arthur and the Knights of the Round Table by Roger Lancelyn Green
Robin Hood - Ruben and I read a different edition than Riley, but we were still able to compare and discuss
Adam of the Road by Elizabeth Gray
The Kite Rider by Geraldine McCaughrean
Morning Star of the Reformation by Andy Thomson
Crispin: The Cross of Lead by AVI
The Trumpeter of Krakow by Eric P. Kelly

When I look back at the list, it seems like a tremendous amount of books, but we weren't reading them all at one time. I find much can be accomplished with a chapter a day over a 12-36 week period. Also, reading living books is our primary means of education. We don't use much in the way of textbooks for things like history, literature, and science.

Using mixed media to read along with my upper level students has allowed me to continue to participate in their education, while fostering their independence. At the same time, I'm thankful for a chance to recover my own education with the use of so many great books! I will definitely continue the read along method throughout their high school years. Reading together as a family is super important to me, whether it be by read aloud or read along. It has opened a wealth of wonderful conversations within our family and has provided for intimate wit in a variety of social settings. I believe a family that reads together, stays together.

He's Graduating!!

We are so excited to share that Ruben is graduating from the Children's Dyslexia Center!  He's had approx. 155 lessons over the past 2 1/2 years and it has not been easy, but we are very proud of his diligence and hard work.  He finished his lessons in December and will have a formal graduation in May!

Friday Findings: Dyslexia Links

In keeping with October being National Dyslexia Awareness Month, this week I'm linking to some recent dyslexia posts and resources I've found...

6 Facts Every Parent of a Dyslexic Child Should Know gives current, no nonsense information regarding the facts of dyslexia.

Marianne Sunderland's Dyslexia FAQ's is an excellent resource for homeschooling kiddos with dyslexia!  She is the homeschooling mom of 8 children, 7 of which, are dyslexic.  Sunderland blogs at Abundant Life and Homeschooling with Dyslexia.

My Audio School is an amazing website with links to books on audio!  There is even a section with Ambleside Online books.

Our son is currently receiving tutoring at a local Children's Dyslexia Center.  He is nearly finished with the program and it has been a real gift.  Children's Dyslexia Centers, Inc., is a Scottish Rites Charity.  If you have a child with dyslexia, I would encourage you to look for a center in your area.

If you suspect your child is dyslexic or for more information on dyslexia, check out Dyslexia 101 or just click the "Dyslexia" tab at the top for a variety of posts.

Ruben is still into K'nex and Legos...

He really loves to build and create things!  Last spring, he designed a fire pit for me.  We roasted marshmallows and cooked over the open fire all summer.  It was great!

Dyslexia is not a disease.  It's a neurological learning difference.  It's not a death sentence.  However, there is no cure.  People with dyslexia are not stupid or lazy.  Instead, they are often hard working and with the right help, they can learn how to overcome their dyslexia.  Dyslexia is a gift.

Charlotte Mason and Dyslexia...

Some of you already know that I have dyslexic children.  Ruben has a formal diagnosis.  RileyAnn does not, but aside from reading, she shows many dyslexic tendencies.   I use the Charlotte Mason method of teaching and feel with a few simple modifications, it's the perfect method for students with dyslexia. I really believe it works! Charlotte's ideas on short lessons, habit training, living books, narration, and nature study give dyslexics the tools to thrive. Here's how I used Charlotte's methods with my children.

First off, let's break down language arts.  The goal of language arts is to be able to use language proficiently in order to communicate an idea.  It includes everything that relates to listening, speaking, reading, and writing.  According to Mirriam-Webster's online definition, dyslexia is "a variable often familial learning disability involving difficulties in acquiring and processing language that is typically manifested by a lack of proficiency in reading, spelling, and writing".  These areas of difficulty for a dyslexic, reading, spelling, and writing, obviously fall under this subject of language arts.  

Charlotte Mason's methods included: copywork, narration, prepared dictation, grammar, beginning reading, reading for instruction, recitation, and poetry.  Through these methods, she taught the language arts skills of handwriting, composition, spelling, punctuation, capitalization, parts of speech, sentence structure, vocabulary, how to read, reading comprehension, listening comprehension, and public speaking.  Some of the greatest modifications I have made to Charlotte's methods are in teaching reading and spelling.

I use copywork for handwriting practice.  It's also an aid in learning punctuation, capitalization, vocabulary, and spelling.  I say aid because research shows a proven method of teaching dyslexics to read, write and spell is the Orton-Gillingham method, which is explicit phonics using multi-sensory means, not necessarily a CM method.  Copywork alone would not be enough to teach a dyslexic to spell.  However, it's a great tool for the student to see how language flows as well as giving examples of good grammar.  I actually use All About Spelling to teach spelling. 

Something I love about the CM method is reading quality literature (living books) and narration with my dyslexics. Since dyslexia is not a cognitive delay linked to intelligence, they are very capable of understanding and appreciating literature far above their reading level.  I read aloud to them daily and they narrate or tell back in their own words what I read.   Since dyslexics often struggle with writing, oral narration allows the kids to think through the information and communicate it back in a way that truly reflects their intellectual ability.  They are not stifled by pencil/paper.  My kids narrate and do other work orally longer than Charlotte's recommended age, but eventually they do transition to pencil/paper. 

I use prepared dictation, again not necessarily only for spelling, but for sentence structure, punctuation, capitalization, and listening comprehension.  I've just started a more formal prepared dictation with RileyAnn this year in 6th grade.  We are using Spelling Wisdom by Simply Charlotte Mason two days per week.  I typically have her write only one sentence from prepared dictation and use the rest of the passage for copywork.  Since memorization is often an issue for dyslexics, using only one sentence at a time takes the pressure off and allows the student to focus on accuracy of a shorter passage.  I have not used prepared dictation with Ruben thus far.    

RileyAnn has been studying grammar in some shape for the past couple of years as Charlotte proposed beginning the study of grammar around age 10.  I've used Sonlight Language Arts and Michael Clay Thompson Town Level with her.  I tried Easy Grammar with Ruben last year in 4th grade, but he was not ready.  A child should be reading and beginning to write before studying grammar.

This year, both children are working through Using Language Well.  So far, it's going well.  I will go back to Michael Clay Thompson at some point with RileyAnn, possibly next year.  I also have Winston Grammar, which is more multi-sensory, on my shelf and may use it with Ruben down the road.  I don't believe grammar is a subject to be studied annually throughout a child's entire academia, but rather it should be used as a tool to improve writing.  

Beginning Reading is probably the area I stray from Charlotte's methods most.  Charlotte used the look-say or sight reading method.  As mentioned above the Orton-Gilliingham method or multi-sensory explicit phonics instruction is a preferred method for teaching dyslexics to read.  Programs like All About Reading, Barton Reading and Spelling, and ABeCeDarian work well for dyslexics beginning to read.

Charlotte advocated getting children into reading their own books as soon as possible.  Since reading is a laborious task for dyslexics, I advocate reading aloud to your dyslexic student or the use of audio books.  I do think it's possible for a dyslexic student to work through a program like Ambleside Online in an auditory fashion.  When Reading for Instruction, the key is to find the most accessible way for the child to take in, process, and give back the information.

Charlotte was a huge proponent of poetry, Plutarch, and Shakespeare.   RileyAnn does read poetry on her own using the Poetry for Young People series.  She also read Lamb's Tales from Shakespeare.  In addition, I read aloud poetry and Plutarch to both Riley and Ruben.  Ruben has not yet experienced Shakespeare.  I'm trying to decide whether I will read it aloud or use another audio source for him.

Something I love about the Charlotte Mason method is the integration of subjects.  I can incorporate many of the language arts methods listed above into history, science, Bible, geography, etc, while reading great living books.  Introducing students to people, places, and events through biographies, autobiographies, and historical fiction gives them ideas that build lasting connections rather than dry, isolated facts and dates, which will not stick in the dyslexic mind.

Lastly, Charlotte proposed teaching mathematics through the use of manipulatives rather than rote memorization and by giving the student practical examples of math in real life when it came to operations, fractions, measuring, money, etc.  This hands on, multi-sensory method is perfect for dyslexics.  It helps the child see the big picture and understand the why behind the how.  

Hopefully, I've shown you how to use the Charlotte Mason method successfully with dyslexics.  Through short lessons, varying the order of subjects, and with slight modifications, the Charlotte Mason method works!

For further explanation on using the Charlotte Mason method with dyslexics, check out The Best Homeschool Method for the Dyslexic Learner - Charlotte Mason by Marianne Sunderland or Charlotte Mason and Learning Disabilities at Gleams of Sunshine.  Ambleside Online also has a page dedicated to using Charlotte's methods with special needs students.  

Dyslexia Awareness...

October is National Dyslexia Awareness Month.   As some of you know, our son was diagnosed with dyslexia back in 2012.  He has received one on one tutoring since 2013 at our local Scottish Rites Children's Dyslexia Center.  We are so grateful for the center!  Ruben has worked very hard and recently moved to the fifth and final level of the program.  He has been reading for some time, though it is still not a favorite task.  He is an auditory learner and much prefers me reading to him.  Recently, he started writing for "fun".  Spelling is still a challenge and may always be, but he has come so far!

If you or anyone you know suspects dyslexia, I encourage you to check out Dyslexia 101.

Dyslexia Myth Busters

One common misconception regarding dyslexia is that they read backward or reverse letters.  Many children reverse letters when first beginning to write.  This does not mean they are dyslexic.

Dyslexia only affects boys....FALSE!  Studies have proven that an equal number of boys and girls are affected by dyslexia.  However, boys are more often referred for testing because of their rambunctious behavior.

Dyslexics are lazy, lack intelligence and often perform poorly.  This is totally not true!  Dyslexia is not a cognitive deficiency.  It is neurological and occurs in people of average and above average intelligence.  Folks with dyslexia often are gifted in their field and show higher IQ's. They are typically hardworking in order to compensate for their dyslexia.

For more information regarding dyslexia, check out the International Dyslexia Association's website.

Seeing Past Dyslexia...

Recently our local news channel, WQOW News Channel 18, broadcast a three part series on dyslexia.  Morning News Anchor, Aaron Rhody, did a very nice job bringing awareness to the issue.  I've linked each part below and encourage you to check them out.  Each piece is approx. 5-6 minutes. 

Seeing Past Dyslexia, Part 1

Seeing Past Dyslexia, Part 2

Seeing Past Dyslexia, Part 3

The Right Side of Normal....

  I just finished reading The Right Side of Normal by Cindy Gaddis .  Though I don't agree with every recommendation in the book, Ms. Gaddis has some valid points.  Below are a few quotes I found intriguing....

"Right-brained children love to learn, hate to be taught.  Resistance is often a natrual response to being taught in a manner not conducive to how they learn or not connected to a meaningful need or desire to know.  That said, when the right resources and timing are utilized, a right-brained learner is actively and eagerly engaged in the learning process.  In fact, they are often insatiable learners."  (The Right Side of Normal, Cindy Gaddis, pg 149)

"Because of the left-brained scope and sequence found in our schools, as a society we are conditioned to believe that the 'correct' age to learn to read is in the 5 to 7 year old age range, a range that includes first grade at its center.  We even use the comparative descriptions 'early reader' if a child learns in the 3 to 5 year time frame and 'late reader' if the skill is attained between 8 to 10 years.  This is false conditioning.  The truth is that it's within the norm to learn to read anywhere from 3 to 12 years old.  That age time frame of 5 to 7 years is simply the average norm for a left-brained learner and the age time frame of 8 to 10 years is the average norm for a right-brained learner."  (The Right Side of Normal, Cindy Gaddis, pg 201)

"The right-brained learner is most ready to learn arithmetic starting between the ages of 8 and 10 years old, after the 'age of shifting' from primarily viewing everything from a three-dimensional perspective, to the ability to include two-dimensional symbolic processing."   (The Right Side of Normal, Cindy Gaddis, pg 243)

In her book, Gaddis continues with right-brained learning in many other core subjects such as writing, spelling, history, and science.  In the last section of the book, Gaddis addresses common labels given to right-brained learners.  I appreciate the time and energy Ms. Gaddis' put into her work.  But I struggle with polarizing right and left brain learners to this extreme. 

I don't necessarily agree with Gaddis' ideas in chapter 16 on exposing right brain students, particularly young children, to mythology.  I believe we must steep our young children in Biblical principles before exposing them to what is false.  Any child who is regularly read Bible stories, folktales, and Aesop's fables will gain vivid mental images and ideas for "creative expression".  

I also disagree with Ms. Gaddis' comment on page 209 against the Charlotte Mason teaching methodology for right brain learners.    If children are exposed to comic books, manga, and magazines regularly rather than great living books, their tastes will prefer the glossy spreads and visual images.  However, I believe if children are exposed to great living books, they will acquire a taste for them instead.  I feel this is true for children and adults, whether right or left brained.

With that said, I also believe there is a time and place for magazines and comic books, but I would caution against them being a primary source of knowledge.  In our world, visual stimulation is everywhere.  It is not necessary to seek it out.  If your student struggles with reading, I recommend reading great living books aloud to them or finding audio versions through media.  Exposing your student to beautiful and rich language will advance their vocabulary and imagination.

Even though I don't agree with everything Ms. Gaddis writes, I do think there are enough gold nuggets in The Right Side of Normal to make it worth your time. 

Dyslexia Symptoms & Solutions

I spent the weekend watching Susan Barton's free online video series.  You can watch them here... Dyslexia Symptoms & Solutions.  When at this site, click on "Start Here" next to Barton's picture and it will take you to the videos.

I learned some new things and reviewed many old things.  Dyslexia Symptoms & Solutions is broke down into four parts.  The first part, What is Dyslexia?, is the longest at approx. one hour and twenty minutes.  It was a lot of review for me regarding what constitutes dyslexia and where it comes from.  When Ruben was first diagnosed with dyslexia, I did a ton of research and wrote this Dyslexia 101 post based on my findings at that time.

Part two, Classic Warning Signs, held some new information for me.   In this segment, Barton spoke not only about dyslexia, but also about dysgraphia.    I learned that children with dyslexia often also have dysgraphia.  And, that dysgraphia never comes by itself.  It's always accompanied by another condition, such as ADD, autism, cerebral palsy, etc.  However, most commonly it's paired with dyslexia.  Barton gave a list of dyslexia and dysgraphia warning signs.  She also cleared some common myths regarding the two.  Dyslexia is not reading backward!  It is difficulty with language including oral speech, auditory processing, reading, spelling, and written expression.

In Reading Mistakes, part three of the series, Barton shares how to check a student for dyslexia.  She suggests some typical reading mistakes dyslexics make reading from a word list and from stories.  She stated people with dyslexia don't actually read what is on the page.  They read by shape and sequence. Barton gave a quote from Dr. G. Reid Lyon, a Distinguished Professor of Education Leadership and Policy at Southern Methodist University in Dallas, Texas, and a Distinguished Scientist in the School of Brain and Behavior Sciences at the University of Texas, Dallas.  He said, "Phonemic Awareness is the core and causal factor that separates normal readers from disabled readers."  So what is Phonemic Awareness?  It's the ability to hear and manipulate sounds within a one-syllable word in your head with no print.   Barton states Phonemic Awareness is an essential part of pre-reading and that phonics won't work if you do not have it. 

Part four, Gifts & Solutions, tells about the profound strengths dyslexics have in areas controlled by the right side of the brain.  Since people with dyslexia have a 10% larger right hemisphere, it makes sense that they would be extraordinarily talented in one or more of these areas: art, athletics, music, people skills, mechanical skills, and 3-D visualization.  Folks with dyslexia are often very sensitive, highly intuitive, extremely curious, creative, global thinkers.

Barton went on to list teaching strategies/programs that won't work for dyslexics.  She also listed teaching strategies/programs that do work.  Of course, an Orton-Gillingham based system is the key.

One thing I disagree with Barton on is handing a calculator to an elementary child who is having trouble learning their math facts. Other than this, I think Barton is spot on. 

The total series takes about three and a half hours to watch.  If you suspect your child or loved one is dyslexic, I highly recommend making the time to watch this series.  Barton gives you many gold nuggets that may help clarify your child's struggles.  Dyslexia is a very teachable disability with the Orton-Gillingham method and a well trained teacher/tutor using this method as designed.  It can make a world of difference.  Ruben is making great gains at the Children's Dyslexia Center.  I am so excited with his progress!

All About Reading Sentence Strips...

Ruben is making progress with All About Reading Level 1.  He has mastered the initial letter sound of each consonant and short vowel as well as a couple of consonant teams.  He finished the first reader, Run, Bug, Run!.  It was such a blessing to see his face upon reading that last page.  

Ruben enjoys the program as well as anything we've done for reading so far.  I think his favorite is the word cards.  However, he really struggles with the Fluency Practice pages provided. 

This is hard for me to understand because he knows the letter sounds and can read the word cards individually, which have the same words as the Fluency Practice pages.  But when they're in a list or sentence form, it's hard for him.

After some thought, I decided to put the sentences from the practice pages on to index cards.  Ruben helped me write some of them.  We put one word on each card.  Then he laid out the cards in sentence order and was able to read them.

In my quest to be more efficient, I started making sentence strips using the sentences on the practice pages.  I type each sentence in a column format using a large font so that there are two words in a row going the width of the standard sheet of copy paper.  Then I print them on card stock and cut each row apart. Ruben can take each row of words and lay them out as a sentence strip.   

 

I've put them all in a large manilla envelope, labeled by lesson number.  He pulls out 2-3 strips each day, puts them in order, and reads them.  This seems to be going well and he is much less resistant to this approach.  I think he sees it as a game. 

Another bonus to the sentence strips is that he really has to read the words in order to get the sentence strips in proper sequence.  Sometimes, I find he memorizes stories rather than actually reading the words.  With this method, he needs to read the words in order for the sentence to make sense. 

What accommodations have you made with All About Reading?  Please post a comment below.  I'd love to hear your ideas!!  

Dyslexia 101

It's been 6 months since Ruben was termed dyslexic and I've done a lot of research in that time.  I am continually learning new things and wanted to share a few thoughts.

What is dyslexia?

Dyslexia is a specific developmental disability that alters the way the brain processes written material.  According to The International Dyslexia Association (IDA), dyslexia is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.  Studies show that individuals with dyslexia process information in a different area of the brain than do non-dyslexics.


There is no single pattern of difficulty that affects every dyslexic person.  Dyslexia can cause a variety of issues.  I found a wonderful checklist here called 37 Common Characteristics of Dyslexia.  I smiled when I read, " The most consistent thing about dyslexics is their inconsistency."  

What causes dyslexia?

Dyslexia is thought to be an inherited condition.  It may be genetic, but how and if it comes to be varies considerably from individual to individual.  Sometimes dyslexia can be attributed to a wide range of environmental factors, like birth trauma, problems during pregnancy, brain injuries, infections and toxins. However, although considerable progress has been made, the exact mechanism that causes genes to contribute to the multi-faceted dyslexic condition is still unknown.  Research shows dyslexia affects up to 20% of the population. 


Is there a cure for dyslexia?

According to the Mayo Clinic website, there is no cure for dyslexia.  It's a lifelong condition caused by inherited traits that affect how your brain works. However, most children with dyslexia can succeed in school with tutoring or a specialized education program. Emotional support also plays an important role.

What do I do if I suspect my child has dyslexia?

Initially, I brought my concerns regarding Ruben to our pediatrician and she was very helpful in getting the ball rolling. I always knew there was something special about Ruben.  I was thinking of sensory processing or mild autism.  Dyslexia was not on my radar at that time.  He was struggling academically, but I was looking more behaviorally.  I was thinking his behavior was hindering his ability to learn until I discovered his inability to learn was causing his behavior.  In hind site, it all makes perfect sense.  With the pediatrician's help and referral, Ruben was tested at a pediatric neuropsychology clinic.   Once we had the official diagnosis, I started reading, researching, and networking to learn as much as I could about how to help.

If you have a child with suspected dyslexia and you decide to pursue a formal diagnosis, I recommend checking with your pediatrician or researching the Scottish Rites program.  The Scottish Rites have a national organization and I understand they have a hospital and large testing facility in TX.  Their services are free.

I was very excited to find a Scottish Rites Dyslexia Clinic about 30 minutes away from our home.  We applied and Ruben was accepted into the program for tutoring.  He was put on a waiting list and will start next fall with tutoring 2 days per week.

Other Thoughts

Orton-Gillingham is a common recommended method of teaching for dyslexia.  I was reassured to hear this since we started using All About Reading last spring, which incorporates the OG approach.  Ruben is making progress.  Some days it seems slow going, but when I think back to a year ago, I can see he's made great strides. 

Barton Reading and Spelling is another OG program that is highly acclaimed, but it is more expensive.  Susan Barton has a wealth of information at her website.  I have not contacted her directly, but I've watched the webinars and have heard praises from people who have used this program.

In addition to All About Reading, we started Dianne Craft's Brain Integration Therapy.  We are about 8 weeks into it.  It's going OK.  Ruben hates it, but I can notice improvements in his visual tracking.  When we started, he wouldn't look to the lower left quadrant and his eyes were jerky when tracking.  Both of these areas are getting better. Again, Dianne Craft has a ton of information on her website.

I have learned that dyslexia is a medical diagnosis.  Therefore, public schools don't test for it and often don't have programs to address it.  Shortly after Ruben was diagnosed,  I contacted our local public school, which is also connected with a cooperative of 29 other local school districts, and found none of them had any materials utilizing the OG method.  Nor, did any of them have OG trained teachers.  Our local public schools put dyslexic kids in special education classes with other learning disabled kids, many of which have lower cognitive abilities.  I have a hard time with this since many people who are dyslexic are typically of average to above average intelligence.  Ruben has no cognitive delays and as with most dyslexics, his IQ is right on track.

Other Resources

Sally Shaywitz's Overcoming Dyslexia is a great book!  Originally, I was able to borrow it from our local public library and since ended up buying a copy.  Another book I purchased and love is How to Reach & Teach Children & Teens with Dyslexia by Cynthia M. Stowe.  The International Dyslexia Association has a wealth of information on their website and holds a conference in our state that I'm hoping to attend next fall.

One thing I've learned is that there is hope.  Technology plays a huge role in aiding people with dyslexia.  Voice activated software and audio books can help students gain independence.   I am very optimistic about Ruben's future and believe he will learn to read.  If you suspect your child could be dyslexic, I encourage you to reach out and seek help as soon as possible.  Studies have shown, early intervention is key to success for people with dyslexia. 

The K'nexted Mind

Dear Ruben.....I love to watch you build.  The way you start with a pile of pieces and turn them into helicopters, trucks and trailers, tractors, 4-wheelers, and Christopher Columbus's ships. 

Though you cannot read words on the page, you study books and build great things.  Some say, there is a disconnect in the dyslexic mind.  I say, God has given you a gift.  May you run with it and do great works for Him....

 

 

"God has given each of you a gift from his great variety of spiritual gifts.  Use them well to serve one another.....Do it with all the strength and energy that God supplies, Then everything you do will bring glory to God through Jesus Christ."  1 Peter 4:10-11