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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Hannah Hughes is playing a game with a group of second graders at Johnson Elementary School in Kingsport, Tennessee, who are still working on their reading skills. Hughes shows the group the word “bright,” but then takes a card and covers up the letter “b.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What does the word say now?” she asks. “Right!” Students shout. For students still sounding out words letter by letter, learning this skill, called \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">chunking,\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> helps kids practice combining letters and sounds together to make reading words more efficient. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hughes, a first-year teacher, said she learned how to teach this important decoding skill to help struggling readers in her pre-service training. In her undergraduate studies at Eastern Tennessee State University, early elementary reading courses focused on science-based reading methods like chunking. And a new report suggests that her students’ future reading success might rely, in part, to that training. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to the \u003c/span>\u003ca href=\"https://www.nctq.org/publications/2020-Teacher-Prep-Review:-Program-Performance-in-Early-Reading-Instruction\">\u003cspan style=\"font-weight: 400\">“Teacher Prep Review: Program Performance in Early Reading Instruction,” \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">released by the National Council on Teacher Quality (NCTQ), teacher preparation programs are catching up to the scientific evidence on how the brain learns to read. The teacher preparation research group reports that in 2019, more than half of teacher training programs now teach the “Science of Reading,” compared to 35% just a few years ago, in 2013. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In order to earn an “A” grade from NCTQ, programs had to show that they thoroughly and explicitly covered what’s commonly called the “five pillars” of learning to read—phonemic awareness, phonics, fluency, vocabulary, and comprehension. Textbooks had to be aligned with the science of reading; discussion and lecture had to include “explicit and repeated” instruction in the five components. And teachers needed to be able to display their mastery of the concepts, not just through assignments and tests, but also through practice teaching them in classrooms. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">NCTQ considered fifteen programs as exceptional, ones that ranged from Arkansas Tech University, the University of Florida, to two programs in Utah and Mississippi, respectively. They found that undergraduate university education programs were more likely to offer scientific-based courses, with 57% earning an “A” or “B” rating. Graduate programs lagged behind with 33% earning a top mark.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While NCTQ is encouraged by the uptick in evidence-backed reading programs, president Kate Walsh said she hopes that news of the report puts pressure on even more to join them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Getting programs to the halfway mark means that half of all programs \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">aren’t\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> doing this,” she said. “We hope that by the next time we release new findings, we will make much more significant progress.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>How the brain learns to read\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The report outlines the importance of providing teachers who teach reading with the understanding of how the brain learns to read. Learning to read is a function of spoken language, in which the brain connects the speech sounds of spoken language to the visual written “code” of letters and words. When a child learns to read, according to \u003c/span>\u003ca href=\"https://blog.learnfasthq.com/how-the-brain-learns-to-read-professor-stanislaus-dehaene\">\u003cspan style=\"font-weight: 400\">cognitive scientist Stanislas Dehaene\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, author of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Reading and the Brain\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, the brain essentially creates an “interface between your vision system in your brain and your spoken language system.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Creating this “interface” involves making the connections between the speech sounds (that she already knows from spoken language) and the sounds that letters and letter combinations make. Though some children make those connections without much help, most kids need explicit instruction in \u003c/span>\u003ca href=\"https://www.apmreports.org/story/2018/09/10/hard-words-why-american-kids-arent-being-taught-to-read\">\u003ci>\u003cspan style=\"font-weight: 400\">phonics\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> to learn the relationship between spoken language sounds and written letters and words. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But for decades, most classrooms haven’t focused on phonemic awareness (the ability to hear, recognize and apply the individual units of sound in speech) and phonics (connecting sounds to letters) as the first crucial step in learning to read. Instead, teachers were teaching reading based on philosophies they learned in their training programs, most commonly called “whole language” and “balanced literacy.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And it turns out most teachers are teaching reading this way. Of the 674 K-2 and special education elementary teachers surveyed by the \u003c/span>\u003ca href=\"https://www.edweek.org/media/ed%20week%20reading%20instruction%20survey%20report-final%201.24.20.pdf\">\u003cspan style=\"font-weight: 400\">EdWeek Research Center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, 72 percent said their schools use balanced literacy. While phonics is a part of balanced literacy programs, the report found that balanced literacy “has been criticized for paying insufficient attention to explicit, systematic instruction” of phonics. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These philosophies, unsupported by scientific evidence on how the brain learns to read, emphasized that kids didn’t really need much phonics if they had plenty of good books to read. They argued that there are several strategies that kids can rely on if they come to a word they don’t know--like looking at the pictures or re-reading the sentence and guess what word made sense. If children had lots of exposure to printed words, they asserted, the rest would take care of itself. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But for many children those methods don't work, because the brain needs explicit instruction to learn the sound/letter connections to read words correctly. National reading scores reflect this disconnect. The most recent \u003c/span>\u003ca href=\"https://www.nytimes.com/2019/10/30/us/reading-scores-national-exam.html\">\u003cspan style=\"font-weight: 400\">national reading scores\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from 2019 show that overall reading proficiency dropped, and essentially two-thirds of American kids cannot read at a proficient level.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Surrounding kids with good books is a great idea,” reports journalist Emily Hanford in her documentary “\u003c/span>\u003ca href=\"https://www.apmreports.org/story/2018/09/10/hard-words-why-american-kids-arent-being-taught-to-read\">\u003cspan style=\"font-weight: 400\">Hard Words\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” “but it's not the same as teaching children to read.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Training teachers before they head into classrooms\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though how the brain learns to read has been well-established in the scientific community for years and is backed by thousands of studies, many teacher preparation programs don’t include the mountain of research on reading instruction in their programs. Sometimes they have actively \u003c/span>\u003ca href=\"http://blogs.edweek.org/teachers/teaching_now/2019/12/richard_allington_denies_dyslexia_exists_says_shoot_whoever_wrote_law.html?override=web\">\u003cspan style=\"font-weight: 400\">resisted it.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But recent attention from frustrated parent groups and the media has put the spotlight on asking why so many young American readers struggle, and has put pressure on teacher prep programs to re-evaluate how they prepare teachers heading into classrooms. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Both NCTQ and universities recognize the role that teacher training plays in ensuring teachers are equipped with knowledge of the science. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Eastern Tennessee State University, in Johnson City, Tennessee, where Hughes graduated in 2019, earned NCTQ’s highest grade—an A+. But that’s due to completely revamping their reading courses in 2015. Karen Keith, who became the elementary education department’s chair that same year, said she and her team quickly realized that their reading courses needed a reboot.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They replaced existing courses they felt weren’t serving students with evidence-based reading courses. For example, Keith said a course that taught undergrads how to write about general issues in education was replaced with a “foundations of literacy” course. The foundations course provided students with a deep dive into the brain science and the five pillars of reading. Then they created a second course that built on the foundations course, on how to use assessment data and differentiated instruction to target students who were struggling. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers-in-training then have a chance to practice what they’ve learned at the on-campus lab school, as well as out in the field through student teaching. Hughes was placed in a fourth grade class for her student teaching, helping struggling readers. “We can learn definitions all day, but putting it into practice is the hard part,” Hughes said. “There are so many needs, which is challenging. But then it’s so rewarding when students are using the strategies you’ve taught them.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Education school leaders recognize how aligning teacher practice with methods backed by scientific research might start to crack the fortress of American illiteracy that many view as a crisis.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s a very clear cycle,” said Merideth Van Namen, the Chair of Teacher Education, Leadership, and Research at Delta State University in Cleveland, Mississippi, which also earned an A+ rating in the NCTQ report. “If we are better preparing teacher candidates when they enter the field, it’s assumed that then they would better prepare those students to be fluent readers.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Could teacher training change how many American kids are able to read well?\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For many years, Mississippi ranked at the bottom of national rankings for state education, but the most recent \u003c/span>\u003ca href=\"https://www.mdek12.org/OSA/NAEP\">\u003cspan style=\"font-weight: 400\">National Assessment of Educational Progress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> test scores showed that Mississippi was the only state to make big reading gains. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some \u003c/span>\u003ca href=\"https://www.nytimes.com/2019/12/05/opinion/mississippi-schools-naep.html\">\u003cspan style=\"font-weight: 400\">have speculated\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that Mississippi’s big gains in reading are connected to a reboot of their teacher training programs. The NCTQ report rewards two Mississippi schools, Delta State University and the University of Mississippi, with an “A+” rating, and two more get an “A.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Van Namen said the university has had a long legacy of teaching the science of reading, even when it wasn’t popular to do so. But they recently strengthened the program that was already working, and have helped lead a statewide effort to get every Mississippi teacher trained. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“For the past several years, Mississippi institutions have collaborated through many efforts to enhance teacher preparation in the area of early literacy,” as well, Van Namen said. “No one is working in isolation, and that’s a likely factor [for the statewide gains]. We are all going in the same direction.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While NCTQ’s rising numbers show promise, some teacher educators are skeptical about measuring something as broad and unruly as how teacher training translates into student achievement.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers have been trying to untie that knot for years, said Nathan Stevenson, assistant professor of special education at Kent State University. Though research points to which instructional practices and strategies raise achievement, there are still many questions on how to scale them effectively. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So then when you step back another level and say, how are we going to rank institutions that are producing these teachers that are trying to affect change for students?” Stevenson said, “You add a layer of complexity. We already didn’t have a clean way to investigate these problems, not to mention doing it on a national scale. It's hard to capture what’s really going on.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers themselves seem to recognize that, even with good training, reaching individual students who struggle to read isn’t easy. Hannah Hughes feels confident in her understanding of reading, but her students come to school with their own challenges. She has noticed, she said, that her struggling readers often don’t read outside of school or are dealing with issues related to poverty—something over which she has little control. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet Hughes’s training provided her with enough background knowledge to address some of those reading challenges, and she said her students have seen growth so far this year. Some of her “bubble kids”—students reading well who still need help with specific deficits— started the year at 40 words per minute and are now reading about 70 words per minute. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Karen Keith feels hopeful that the work that the university has put into giving teachers science-backed reading instruction methods will transform students’ lives. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I convey this to faculty all the time,” Keith said. “What you are doing is changing the lives of the people of this region and beyond.” \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Hannah Hughes is playing a game with a group of second graders at Johnson Elementary School in Kingsport, Tennessee, who are still working on their reading skills. Hughes shows the group the word “bright,” but then takes a card and covers up the letter “b.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What does the word say now?” she asks. “Right!” Students shout. For students still sounding out words letter by letter, learning this skill, called \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">chunking,\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> helps kids practice combining letters and sounds together to make reading words more efficient. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hughes, a first-year teacher, said she learned how to teach this important decoding skill to help struggling readers in her pre-service training. In her undergraduate studies at Eastern Tennessee State University, early elementary reading courses focused on science-based reading methods like chunking. And a new report suggests that her students’ future reading success might rely, in part, to that training. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to the \u003c/span>\u003ca href=\"https://www.nctq.org/publications/2020-Teacher-Prep-Review:-Program-Performance-in-Early-Reading-Instruction\">\u003cspan style=\"font-weight: 400\">“Teacher Prep Review: Program Performance in Early Reading Instruction,” \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">released by the National Council on Teacher Quality (NCTQ), teacher preparation programs are catching up to the scientific evidence on how the brain learns to read. The teacher preparation research group reports that in 2019, more than half of teacher training programs now teach the “Science of Reading,” compared to 35% just a few years ago, in 2013. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In order to earn an “A” grade from NCTQ, programs had to show that they thoroughly and explicitly covered what’s commonly called the “five pillars” of learning to read—phonemic awareness, phonics, fluency, vocabulary, and comprehension. Textbooks had to be aligned with the science of reading; discussion and lecture had to include “explicit and repeated” instruction in the five components. And teachers needed to be able to display their mastery of the concepts, not just through assignments and tests, but also through practice teaching them in classrooms. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">NCTQ considered fifteen programs as exceptional, ones that ranged from Arkansas Tech University, the University of Florida, to two programs in Utah and Mississippi, respectively. They found that undergraduate university education programs were more likely to offer scientific-based courses, with 57% earning an “A” or “B” rating. Graduate programs lagged behind with 33% earning a top mark.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While NCTQ is encouraged by the uptick in evidence-backed reading programs, president Kate Walsh said she hopes that news of the report puts pressure on even more to join them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Getting programs to the halfway mark means that half of all programs \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">aren’t\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> doing this,” she said. “We hope that by the next time we release new findings, we will make much more significant progress.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>How the brain learns to read\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The report outlines the importance of providing teachers who teach reading with the understanding of how the brain learns to read. Learning to read is a function of spoken language, in which the brain connects the speech sounds of spoken language to the visual written “code” of letters and words. When a child learns to read, according to \u003c/span>\u003ca href=\"https://blog.learnfasthq.com/how-the-brain-learns-to-read-professor-stanislaus-dehaene\">\u003cspan style=\"font-weight: 400\">cognitive scientist Stanislas Dehaene\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, author of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Reading and the Brain\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, the brain essentially creates an “interface between your vision system in your brain and your spoken language system.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Creating this “interface” involves making the connections between the speech sounds (that she already knows from spoken language) and the sounds that letters and letter combinations make. Though some children make those connections without much help, most kids need explicit instruction in \u003c/span>\u003ca href=\"https://www.apmreports.org/story/2018/09/10/hard-words-why-american-kids-arent-being-taught-to-read\">\u003ci>\u003cspan style=\"font-weight: 400\">phonics\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> to learn the relationship between spoken language sounds and written letters and words. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But for decades, most classrooms haven’t focused on phonemic awareness (the ability to hear, recognize and apply the individual units of sound in speech) and phonics (connecting sounds to letters) as the first crucial step in learning to read. Instead, teachers were teaching reading based on philosophies they learned in their training programs, most commonly called “whole language” and “balanced literacy.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And it turns out most teachers are teaching reading this way. Of the 674 K-2 and special education elementary teachers surveyed by the \u003c/span>\u003ca href=\"https://www.edweek.org/media/ed%20week%20reading%20instruction%20survey%20report-final%201.24.20.pdf\">\u003cspan style=\"font-weight: 400\">EdWeek Research Center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, 72 percent said their schools use balanced literacy. While phonics is a part of balanced literacy programs, the report found that balanced literacy “has been criticized for paying insufficient attention to explicit, systematic instruction” of phonics. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These philosophies, unsupported by scientific evidence on how the brain learns to read, emphasized that kids didn’t really need much phonics if they had plenty of good books to read. They argued that there are several strategies that kids can rely on if they come to a word they don’t know--like looking at the pictures or re-reading the sentence and guess what word made sense. If children had lots of exposure to printed words, they asserted, the rest would take care of itself. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But for many children those methods don't work, because the brain needs explicit instruction to learn the sound/letter connections to read words correctly. National reading scores reflect this disconnect. The most recent \u003c/span>\u003ca href=\"https://www.nytimes.com/2019/10/30/us/reading-scores-national-exam.html\">\u003cspan style=\"font-weight: 400\">national reading scores\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from 2019 show that overall reading proficiency dropped, and essentially two-thirds of American kids cannot read at a proficient level.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Surrounding kids with good books is a great idea,” reports journalist Emily Hanford in her documentary “\u003c/span>\u003ca href=\"https://www.apmreports.org/story/2018/09/10/hard-words-why-american-kids-arent-being-taught-to-read\">\u003cspan style=\"font-weight: 400\">Hard Words\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” “but it's not the same as teaching children to read.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Training teachers before they head into classrooms\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though how the brain learns to read has been well-established in the scientific community for years and is backed by thousands of studies, many teacher preparation programs don’t include the mountain of research on reading instruction in their programs. Sometimes they have actively \u003c/span>\u003ca href=\"http://blogs.edweek.org/teachers/teaching_now/2019/12/richard_allington_denies_dyslexia_exists_says_shoot_whoever_wrote_law.html?override=web\">\u003cspan style=\"font-weight: 400\">resisted it.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But recent attention from frustrated parent groups and the media has put the spotlight on asking why so many young American readers struggle, and has put pressure on teacher prep programs to re-evaluate how they prepare teachers heading into classrooms. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Both NCTQ and universities recognize the role that teacher training plays in ensuring teachers are equipped with knowledge of the science. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Eastern Tennessee State University, in Johnson City, Tennessee, where Hughes graduated in 2019, earned NCTQ’s highest grade—an A+. But that’s due to completely revamping their reading courses in 2015. Karen Keith, who became the elementary education department’s chair that same year, said she and her team quickly realized that their reading courses needed a reboot.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They replaced existing courses they felt weren’t serving students with evidence-based reading courses. For example, Keith said a course that taught undergrads how to write about general issues in education was replaced with a “foundations of literacy” course. The foundations course provided students with a deep dive into the brain science and the five pillars of reading. Then they created a second course that built on the foundations course, on how to use assessment data and differentiated instruction to target students who were struggling. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers-in-training then have a chance to practice what they’ve learned at the on-campus lab school, as well as out in the field through student teaching. Hughes was placed in a fourth grade class for her student teaching, helping struggling readers. “We can learn definitions all day, but putting it into practice is the hard part,” Hughes said. “There are so many needs, which is challenging. But then it’s so rewarding when students are using the strategies you’ve taught them.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Education school leaders recognize how aligning teacher practice with methods backed by scientific research might start to crack the fortress of American illiteracy that many view as a crisis.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s a very clear cycle,” said Merideth Van Namen, the Chair of Teacher Education, Leadership, and Research at Delta State University in Cleveland, Mississippi, which also earned an A+ rating in the NCTQ report. “If we are better preparing teacher candidates when they enter the field, it’s assumed that then they would better prepare those students to be fluent readers.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Could teacher training change how many American kids are able to read well?\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For many years, Mississippi ranked at the bottom of national rankings for state education, but the most recent \u003c/span>\u003ca href=\"https://www.mdek12.org/OSA/NAEP\">\u003cspan style=\"font-weight: 400\">National Assessment of Educational Progress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> test scores showed that Mississippi was the only state to make big reading gains. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some \u003c/span>\u003ca href=\"https://www.nytimes.com/2019/12/05/opinion/mississippi-schools-naep.html\">\u003cspan style=\"font-weight: 400\">have speculated\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that Mississippi’s big gains in reading are connected to a reboot of their teacher training programs. The NCTQ report rewards two Mississippi schools, Delta State University and the University of Mississippi, with an “A+” rating, and two more get an “A.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Van Namen said the university has had a long legacy of teaching the science of reading, even when it wasn’t popular to do so. But they recently strengthened the program that was already working, and have helped lead a statewide effort to get every Mississippi teacher trained. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“For the past several years, Mississippi institutions have collaborated through many efforts to enhance teacher preparation in the area of early literacy,” as well, Van Namen said. “No one is working in isolation, and that’s a likely factor [for the statewide gains]. We are all going in the same direction.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While NCTQ’s rising numbers show promise, some teacher educators are skeptical about measuring something as broad and unruly as how teacher training translates into student achievement.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers have been trying to untie that knot for years, said Nathan Stevenson, assistant professor of special education at Kent State University. Though research points to which instructional practices and strategies raise achievement, there are still many questions on how to scale them effectively. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So then when you step back another level and say, how are we going to rank institutions that are producing these teachers that are trying to affect change for students?” Stevenson said, “You add a layer of complexity. We already didn’t have a clean way to investigate these problems, not to mention doing it on a national scale. It's hard to capture what’s really going on.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers themselves seem to recognize that, even with good training, reaching individual students who struggle to read isn’t easy. Hannah Hughes feels confident in her understanding of reading, but her students come to school with their own challenges. She has noticed, she said, that her struggling readers often don’t read outside of school or are dealing with issues related to poverty—something over which she has little control. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet Hughes’s training provided her with enough background knowledge to address some of those reading challenges, and she said her students have seen growth so far this year. Some of her “bubble kids”—students reading well who still need help with specific deficits— started the year at 40 words per minute and are now reading about 70 words per minute. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Karen Keith feels hopeful that the work that the university has put into giving teachers science-backed reading instruction methods will transform students’ lives. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I convey this to faculty all the time,” Keith said. “What you are doing is changing the lives of the people of this region and beyond.” \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Who Inspired the Backstory for 'The Old Truck'?",
"title": "Who Inspired the Backstory for 'The Old Truck'?",
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"content": "\u003cp>\u003ca href=\"https://thepumphreybrothers.com/about\">Jarrett and Jerome Pumphrey\u003c/a> have been \"making stuff\" together since they were kids. They grew up in a family of four brothers, and from a young age, Jarrett says, he and Jerome \"just clicked.\"\u003c/p>\n\u003cp>Their latest project is a particularly special one, because it's the first time they've created a book that they \u003cem>both\u003c/em> authored and illustrated. Inspiration for \u003ca href=\"https://www.npr.org/books/titles/801212311/the-old-truck\">\u003cem>The Old Truck\u003c/em>\u003c/a> came when Jerome was driving through central Texas, on his way to visit Jarrett. As he passed farm after farm, he saw old, aging trucks sitting out in the fields.\u003c/p>\n\u003cp>\"It's such an iconic image,\" Jerome says. \"But it makes you wonder: What's the story that could be behind that truck or the family that lives there?\"\u003c/p>\n\u003cfigure id=\"attachment_55299\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55299\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_1_custom-9f6d4a0935bd4dd358d332f6bfb432a5ad38316e-e1581406083628.jpg\" alt=\"\" width=\"1920\" height=\"1166\">\u003cfigcaption class=\"wp-caption-text\">\"On a small farm, an old truck worked hard.\" \u003ccite>(Norton Young Readers)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>So the brothers decided to write and illustrate a story about a family and a farm — all centered around a pickup truck that more or less stays in one place throughout the book. Around the truck, seasons change, years pass, and before long, the little girl from the beginning of the story has taken over the family farm.\u003c/p>\n\u003cp>Making every spread feel different was \"a bit challenging\" Jerome says. But by placing the truck consistent across every page, he and Jarrett \"were reinforcing the idea of the truck being a permanent part of life on the farm and in the girl's life.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-full wp-image-55306\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_2_custom-407fff05950c7e056835c2afdef0adefb1f607a0-s1200-c85.jpg\" alt=\"\" width=\"1200\" height=\"723\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_2_custom-407fff05950c7e056835c2afdef0adefb1f607a0-s1200-c85.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_2_custom-407fff05950c7e056835c2afdef0adefb1f607a0-s1200-c85-160x96.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_2_custom-407fff05950c7e056835c2afdef0adefb1f607a0-s1200-c85-800x482.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_2_custom-407fff05950c7e056835c2afdef0adefb1f607a0-s1200-c85-768x463.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_2_custom-407fff05950c7e056835c2afdef0adefb1f607a0-s1200-c85-1020x615.jpg 1020w\" sizes=\"(max-width: 1200px) 100vw, 1200px\">\u003c/p>\n\u003cp>The brothers handmade more than 250 stamps to create the artwork in the book. \"We set up these rules like: We wouldn't use the same stamp on the same spread multiple times.\" Jarrett explains. The goal was to \"make sure that each spread was unique and special.\"\u003c/p>\n\u003cfigure id=\"attachment_55301\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-55301 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/process-2_enl-58adcbfee95f1a6f60b2effcc5dcf98e1d57a45b-e1581406288977.png\" alt=\"\" width=\"250\" height=\"250\">\u003cfigcaption class=\"wp-caption-text\">The Pumphreys handmade more than 250 stamps to illustrate the book. \"We wanted to create something that would feel timeless,\" Jerome says. Norton Young Readers\u003c/figcaption>\u003c/figure>\n\u003cp>They'd work together at Jarrett's house — he and Jerome now live five minutes apart in Austin, Texas. \"We do have disagreements — obviously we're brothers and we don't see eye to eye on everything — but for the most part ... we can find a place where it just clicks,\" Jarrett says.\u003c/p>\n\u003cp>It helps that they've \"been making stuff together for a really long time,\" Jarrett says — and that their family history offers them shared points of reference and inspiration.\u003c/p>\n\u003cp>\"We had all these women in our lives growing up — our mom, our grandmothers, our great grandmother ... strong women who really showed us what it was like to persist,\" Jarrett explains.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-55307\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_3_custom-865421e0fe207bf480fb0f6c29680f0bbf6658c0-s1200-c85.jpg\" alt=\"\" width=\"1200\" height=\"726\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_3_custom-865421e0fe207bf480fb0f6c29680f0bbf6658c0-s1200-c85.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_3_custom-865421e0fe207bf480fb0f6c29680f0bbf6658c0-s1200-c85-160x97.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_3_custom-865421e0fe207bf480fb0f6c29680f0bbf6658c0-s1200-c85-800x484.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_3_custom-865421e0fe207bf480fb0f6c29680f0bbf6658c0-s1200-c85-768x465.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_3_custom-865421e0fe207bf480fb0f6c29680f0bbf6658c0-s1200-c85-1020x617.jpg 1020w\" sizes=\"(max-width: 1200px) 100vw, 1200px\">\u003c/p>\n\u003cp>Both of their grandmothers worked for the U.S. Post Office in the segregated South. \"They were black women working in a place that was dominated by males, so they were putting up with a \u003cem>lot,\u003c/em>\" Jarrett says.\u003c/p>\n\u003cp>One of their great grandmothers picked cotton and saved and saved until she could finally purchase her own farm in Louisiana — and the family still owns it. \"She said: Never sell that property because she picked a lot of cotton to pay for that. ...\" Jerome recalls. \"I really respect that and would like to accomplish some things in my life that I can look back on and be really proud of.\"\u003c/p>\n\u003cfigure id=\"attachment_55303\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"size-full wp-image-55303\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/theoldtruck_irl_enl-3b54fb4e9c85b8b92eefde3ba4d692bd734e8f63-e1581406400718.png\" alt=\"\" width=\"250\" height=\"250\">\u003cfigcaption class=\"wp-caption-text\">Jarrett Pumphrey is now the proud owner of his own old truck — a 1956 Ford F100. You can \u003ca href=\"//thepumphreybrothers.com/the-old-truck-irl%E2%80%9D\">follow his progress restoring it here\u003c/a>. \u003ccite>(Norton Young Readers)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Jarrett says his great grandmother's tenacity is something he was lucky to have learned growing up, and he hopes to pass it on to his own children: \"Stick to it, work hard, get what you want to get, and do what you want to do,\" he says.\u003c/p>\n\u003cp>And speaking of getting what you want to get ... after the brothers finished working on the book, Jarrett was inspired to go out and get his \u003cem>own \u003c/em>old truck. \"It's a 1956 Ford F100,\" he says. \"I started working on it right away — I stripped it down. It's all the way down to the frame now. ... It's a lot harder in real life to restore a truck than it was in the book.\"\u003c/p>\n\u003cp>Jarrett's hoping to get his truck up and running by the summer. He wants to drive it around to local schools, where he and Jerome will be sharing the story of \u003cem>The Old Truck\u003c/em> — about family, farm life, hard work, and persistence — to a new generation of kids.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-55308\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_4_custom-fd0ff99d6eb6a6f582b2a982dc778bb881b44660-s1200-c85.jpg\" alt=\"\" width=\"1200\" height=\"721\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_4_custom-fd0ff99d6eb6a6f582b2a982dc778bb881b44660-s1200-c85.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_4_custom-fd0ff99d6eb6a6f582b2a982dc778bb881b44660-s1200-c85-160x96.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_4_custom-fd0ff99d6eb6a6f582b2a982dc778bb881b44660-s1200-c85-800x481.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_4_custom-fd0ff99d6eb6a6f582b2a982dc778bb881b44660-s1200-c85-768x461.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_4_custom-fd0ff99d6eb6a6f582b2a982dc778bb881b44660-s1200-c85-1020x613.jpg 1020w\" sizes=\"(max-width: 1200px) 100vw, 1200px\">\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Barrie Hardymon edited this interview for broadcast. Beth Novey adapted it for the Web.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Ever+Wonder+About+That+%27Old+Truck%27%3F+2+Brothers+Wrote+Its+Backstory&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"excerpt": "Jerome and Jarrett Pumphrey have worked together on creative projects since they were kids. Their new book — illustrated with 250+ stamps — is about family, farm life, determination and hard work.",
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"headline": "Who Inspired the Backstory for 'The Old Truck'?",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://thepumphreybrothers.com/about\">Jarrett and Jerome Pumphrey\u003c/a> have been \"making stuff\" together since they were kids. They grew up in a family of four brothers, and from a young age, Jarrett says, he and Jerome \"just clicked.\"\u003c/p>\n\u003cp>Their latest project is a particularly special one, because it's the first time they've created a book that they \u003cem>both\u003c/em> authored and illustrated. Inspiration for \u003ca href=\"https://www.npr.org/books/titles/801212311/the-old-truck\">\u003cem>The Old Truck\u003c/em>\u003c/a> came when Jerome was driving through central Texas, on his way to visit Jarrett. As he passed farm after farm, he saw old, aging trucks sitting out in the fields.\u003c/p>\n\u003cp>\"It's such an iconic image,\" Jerome says. \"But it makes you wonder: What's the story that could be behind that truck or the family that lives there?\"\u003c/p>\n\u003cfigure id=\"attachment_55299\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55299\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_1_custom-9f6d4a0935bd4dd358d332f6bfb432a5ad38316e-e1581406083628.jpg\" alt=\"\" width=\"1920\" height=\"1166\">\u003cfigcaption class=\"wp-caption-text\">\"On a small farm, an old truck worked hard.\" \u003ccite>(Norton Young Readers)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>So the brothers decided to write and illustrate a story about a family and a farm — all centered around a pickup truck that more or less stays in one place throughout the book. Around the truck, seasons change, years pass, and before long, the little girl from the beginning of the story has taken over the family farm.\u003c/p>\n\u003cp>Making every spread feel different was \"a bit challenging\" Jerome says. But by placing the truck consistent across every page, he and Jarrett \"were reinforcing the idea of the truck being a permanent part of life on the farm and in the girl's life.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-full wp-image-55306\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_2_custom-407fff05950c7e056835c2afdef0adefb1f607a0-s1200-c85.jpg\" alt=\"\" width=\"1200\" height=\"723\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_2_custom-407fff05950c7e056835c2afdef0adefb1f607a0-s1200-c85.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_2_custom-407fff05950c7e056835c2afdef0adefb1f607a0-s1200-c85-160x96.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_2_custom-407fff05950c7e056835c2afdef0adefb1f607a0-s1200-c85-800x482.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_2_custom-407fff05950c7e056835c2afdef0adefb1f607a0-s1200-c85-768x463.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_2_custom-407fff05950c7e056835c2afdef0adefb1f607a0-s1200-c85-1020x615.jpg 1020w\" sizes=\"(max-width: 1200px) 100vw, 1200px\">\u003c/p>\n\u003cp>The brothers handmade more than 250 stamps to create the artwork in the book. \"We set up these rules like: We wouldn't use the same stamp on the same spread multiple times.\" Jarrett explains. The goal was to \"make sure that each spread was unique and special.\"\u003c/p>\n\u003cfigure id=\"attachment_55301\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-55301 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/process-2_enl-58adcbfee95f1a6f60b2effcc5dcf98e1d57a45b-e1581406288977.png\" alt=\"\" width=\"250\" height=\"250\">\u003cfigcaption class=\"wp-caption-text\">The Pumphreys handmade more than 250 stamps to illustrate the book. \"We wanted to create something that would feel timeless,\" Jerome says. Norton Young Readers\u003c/figcaption>\u003c/figure>\n\u003cp>They'd work together at Jarrett's house — he and Jerome now live five minutes apart in Austin, Texas. \"We do have disagreements — obviously we're brothers and we don't see eye to eye on everything — but for the most part ... we can find a place where it just clicks,\" Jarrett says.\u003c/p>\n\u003cp>It helps that they've \"been making stuff together for a really long time,\" Jarrett says — and that their family history offers them shared points of reference and inspiration.\u003c/p>\n\u003cp>\"We had all these women in our lives growing up — our mom, our grandmothers, our great grandmother ... strong women who really showed us what it was like to persist,\" Jarrett explains.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-55307\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_3_custom-865421e0fe207bf480fb0f6c29680f0bbf6658c0-s1200-c85.jpg\" alt=\"\" width=\"1200\" height=\"726\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_3_custom-865421e0fe207bf480fb0f6c29680f0bbf6658c0-s1200-c85.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_3_custom-865421e0fe207bf480fb0f6c29680f0bbf6658c0-s1200-c85-160x97.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_3_custom-865421e0fe207bf480fb0f6c29680f0bbf6658c0-s1200-c85-800x484.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_3_custom-865421e0fe207bf480fb0f6c29680f0bbf6658c0-s1200-c85-768x465.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_3_custom-865421e0fe207bf480fb0f6c29680f0bbf6658c0-s1200-c85-1020x617.jpg 1020w\" sizes=\"(max-width: 1200px) 100vw, 1200px\">\u003c/p>\n\u003cp>Both of their grandmothers worked for the U.S. Post Office in the segregated South. \"They were black women working in a place that was dominated by males, so they were putting up with a \u003cem>lot,\u003c/em>\" Jarrett says.\u003c/p>\n\u003cp>One of their great grandmothers picked cotton and saved and saved until she could finally purchase her own farm in Louisiana — and the family still owns it. \"She said: Never sell that property because she picked a lot of cotton to pay for that. ...\" Jerome recalls. \"I really respect that and would like to accomplish some things in my life that I can look back on and be really proud of.\"\u003c/p>\n\u003cfigure id=\"attachment_55303\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"size-full wp-image-55303\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/theoldtruck_irl_enl-3b54fb4e9c85b8b92eefde3ba4d692bd734e8f63-e1581406400718.png\" alt=\"\" width=\"250\" height=\"250\">\u003cfigcaption class=\"wp-caption-text\">Jarrett Pumphrey is now the proud owner of his own old truck — a 1956 Ford F100. You can \u003ca href=\"//thepumphreybrothers.com/the-old-truck-irl%E2%80%9D\">follow his progress restoring it here\u003c/a>. \u003ccite>(Norton Young Readers)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Jarrett says his great grandmother's tenacity is something he was lucky to have learned growing up, and he hopes to pass it on to his own children: \"Stick to it, work hard, get what you want to get, and do what you want to do,\" he says.\u003c/p>\n\u003cp>And speaking of getting what you want to get ... after the brothers finished working on the book, Jarrett was inspired to go out and get his \u003cem>own \u003c/em>old truck. \"It's a 1956 Ford F100,\" he says. \"I started working on it right away — I stripped it down. It's all the way down to the frame now. ... It's a lot harder in real life to restore a truck than it was in the book.\"\u003c/p>\n\u003cp>Jarrett's hoping to get his truck up and running by the summer. He wants to drive it around to local schools, where he and Jerome will be sharing the story of \u003cem>The Old Truck\u003c/em> — about family, farm life, hard work, and persistence — to a new generation of kids.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-55308\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_4_custom-fd0ff99d6eb6a6f582b2a982dc778bb881b44660-s1200-c85.jpg\" alt=\"\" width=\"1200\" height=\"721\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_4_custom-fd0ff99d6eb6a6f582b2a982dc778bb881b44660-s1200-c85.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_4_custom-fd0ff99d6eb6a6f582b2a982dc778bb881b44660-s1200-c85-160x96.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_4_custom-fd0ff99d6eb6a6f582b2a982dc778bb881b44660-s1200-c85-800x481.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_4_custom-fd0ff99d6eb6a6f582b2a982dc778bb881b44660-s1200-c85-768x461.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/02/oldtruck_txt_spreads_npr_page_4_custom-fd0ff99d6eb6a6f582b2a982dc778bb881b44660-s1200-c85-1020x613.jpg 1020w\" sizes=\"(max-width: 1200px) 100vw, 1200px\">\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Barrie Hardymon edited this interview for broadcast. Beth Novey adapted it for the Web.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Ever+Wonder+About+That+%27Old+Truck%27%3F+2+Brothers+Wrote+Its+Backstory&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Learning with Dyslexia and Creating a Path to Success",
"title": "Learning with Dyslexia and Creating a Path to Success",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cem>This is chapter six of the \u003ca href=\"https://www.kqed.org/mindshift/54743/the-mindshift-guide-to-understanding-dyslexia\">MindShift Guide to Understanding Dyslexia\u003c/a>. You can find the remaining chapters and a complete \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">printable\u003c/a> \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">PDF\u003c/a> of the entire guide by clicking \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>Since the large bulk of schoolwork involves reading and writing, dyslexics often experience anxiety around schooling, especially when called on to read aloud or expected to read or write large amounts of material. Many report feeling low self-esteem and believing that they are unintelligent or will never have the skills to succeed. Even when the proper diagnosis is handed down and intervention works, school life continues to be difficult for dyslexics.\u003c/p>\n\u003cp>Further, discussion of the complex idea of dyslexia’s hidden gifts or special talents can give students the idea that academic work—heavy in reading and writing—simply isn’t for them.\u003c/p>\n\u003cp>That’s not the case, says Dr. Sheryl Rimrodt-Frierson, who runs the pediatric clinic at the Vanderbilt Kennedy Reading Center.\u003c/p>\n\u003cp>She says that when she identifies kids as dyslexic, she doesn’t want them to close off their options. “I don’t want kids to sell themselves short about going to college,” she says. “So I will make sure that they know there are plenty of people out there who have done plenty—academic work, medical school, law school. I want them to understand that there’s a world of possibilities.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For many dyslexics, the road to academic and career success isn’t off-limits but more about taking a different path.\u003c/p>\n\u003ch2>VOICES OF DYSLEXIA: FOUR DIFFERENT PATHS TO SUCCESS\u003c/h2>\n\u003cp>The spread of information and advocacy is increasing awareness around dyslexia, and many who have experienced reading struggles are beginning to find their way through school—and life beyond it—more easily.\u003c/p>\n\u003cp>Here are the stories of four dyslexic adults who found success in different ways. \u003cstrong>Notice how the themes of this guide have played out in their lives\u003c/strong>—by managing their anxiety and passing on their learning to support others with dyslexia to succeed; by advocating for themselves; by perfecting the art of listening; and by finding creative forms of self-expression.\u003c/p>\n\u003ch2>DONNA GARGETT, SOCIAL WORKER, HEAD OF A NONPROFIT SUPPORTING DYSLEXICS, AGE 41\u003c/h2>\n\u003cp>When Donna Gargett was growing up in California in the 1980s, she remembers watching an episode of the television show “The Cosby Show” where the character Theo realizes he has dyslexia. Gargett thought to herself, “that’s me.”\u003c/p>\n\u003cp>Now 41, Gargett is a social worker and head of a nonprofit that recruits and trains tutors in the Orton-Gillingham teaching method to help dyslexics in and around Jacksonville, North Carolina, where she lives. But even though she’s learned to manage her dyslexia over time, memories of reading and writing in school bring back anxiety. She often thinks about how she knew she had the same condition that Theo had, even though she wasn’t identified as dyslexic until college.\u003c/p>\n\u003cp>In grade school and high school, Gargett always felt “less than.” She struggled so much, once she even asked her parents if she was mentally disabled and they were hiding it from her. In elementary school, “I didn’t understand what was going on,” she says. “I was trying as hard as I could and still wasn’t getting it.”\u003c/p>\n\u003cp>Years of failure in school caused Gargett extreme anxiety, and she says it made her introverted. She spent most classes trying not to make eye contact with the teacher, hoping she wouldn’t be called on and instead would just “melt away.”\u003c/p>\n\u003cp>But Gargett found some relief once she reached college. “I found college to be much easier, knowing there wasn’t any reading out loud anymore was a huge relief for me personally,” she says. In college, she could record lectures and go home and listen to them over and over if she needed.\u003c/p>\n\u003cp>Gargett still finds it extremely stressful to read aloud, and avoids it at all costs, even in her work as an adult. Even though she finds it extremely rewarding to work with people who need help, the paperwork involved in social work case management is time-consuming and causes stress. She admits that she still makes a lot of mistakes, spells poorly, and takes a lot of time and energy to make sure documents are legible and correct.\u003c/p>\n\u003cp>But when both Gargett’s daughters, who are six and eight, were identified as dyslexic (the condition has a genetic component and tends to run in families), she knew she had to do something to try and change the stigma and provide an environment for them that didn’t contain so much anxiety.\u003c/p>\n\u003cp>That’s how she got started helping tutors get certified in Orton-Gillingham near her home. The tutors are able to help the students who are just like she once was—afraid that there was something wrong with them. The nonprofit, Blank Canvass, has spread to include Eastern North Carolina. Gargett is hoping that she’s breaking the stigma of dyslexia and dispelling the anxiety that haunted her.\u003c/p>\n\u003cp>“Parents come to me now, knowing that something is wrong, but they can’t put their finger on it,” Gargett says. “Because of my own personal story, and now as a parent, I can help guide these parents through the process. Self-esteem is the root of a lot of the problems caused by dyslexia, and [with the nonprofit] we are striving to build students’ individual strengths.”\u003c/p>\n\u003ch2>MACKENZIE FANATICO, SENIOR AT ANGELO STATE UNIVERSITY\u003c/h2>\n\u003cp>Mackenzie Fanatico remembers her early elementary years as “chaotic,” because all her friends could read, and she couldn’t. She believed there was something wrong with her, that she was “stupid,” until a third grade teacher at her public school in Philadelphia asked her mother whether Mackenzie had ever been tested for dyslexia. She finally got tested and was diagnosed with dyslexia.\u003c/p>\n\u003cp>But it wasn’t until the fifth grade, after she’d endured a long illness and her family moved to the suburbs outside of Dallas, Texas, when she finally learned to read. There, an in-home tutor came to her house as she recovered, and Fanatico finally received the one-on-one attention she needed to learn to read.\u003c/p>\n\u003cp>Even as her reading got stronger through middle and high school, Fanatico still required so much extra time to complete the same amount of work as other students, she realized that if she was going to succeed at all, she had to start talking to her teachers about what she needed to complete assignments and take tests.\u003c/p>\n\u003cp>She’d explain what was happening inside her dyslexic brain, and that she needed help taking notes by using a computer with voice-to-text and recording lectures so she could listen to them later. She needed lenience on hand-written tests, too, because she knew she would “butcher the spelling.” By forming relationships with her teachers, Fanatico did well in high school and made it to college.\u003c/p>\n\u003cp>Now a senior at Angelo State University in the West Texas town San Angelo, she has used the same strategy to succeed in college—by forming relationships with her professors.\u003c/p>\n\u003cp>“I still need a whole lot of repetition,” Fanatico says. “My friends might study two hours for a class, but it takes me four or six hours to be able to ‘get’ the same material.” She often arrived an hour early to her college math class to go over work with her professor. Then she’d also spend an additional two or three hours afterward with professors as well, if possible, to go over homework. Teacher relationships, she says, have become a vital part of her learning.\u003c/p>\n\u003cp>Fanatico also developed a close relationship with the learning disability center staff on campus, who helped her write a list of accommodations she could give to professors. Her college accommodations include permission to record lectures, take notes on a computer, lenience on spelling, and permission to use a special blue overlay on top of papers that helps her see letters and words more clearly.\u003c/p>\n\u003cp>Those relationships have helped her succeed: Fanatico earned straight A’s in both fall and spring semesters of her sophomore year of college. She plans to graduate with a degree in special education, hoping to form those special relationships with kids who struggle in school the way she did.\u003c/p>\n\u003ch2>ERIC MCGEHEARTY, ENTREPRENEUR, AGE 41\u003c/h2>\n\u003cp>Eric McGehearty says he has never once read a book with his eyes. Though the forty-year-old entrepreneur was identified as dyslexic when he was only five years old, the Dallas, Texas, native says all the books he has ever finished, he read by listening to audiobooks.\u003c/p>\n\u003cp>McGehearty says he figured out early that, for him, listening was the key to learning. He used audio books and listening techniques to complete his schoolwork, and eventually graduate from high school as class valedictorian.\u003c/p>\n\u003cp>“Audio books were a big piece of my success as a student,” he says. “Through Learning Ally, I’ve been listening to audio books a couple of hours a day, every day, for 35 years. I am a very good ‘ear reader’.”\u003c/p>\n\u003cp>Like many dyslexics, elementary school was difficult for McGehearty, and he called himself at that time a “depressed and unhappy little kid.” By middle school, he was beginning to catch on to how to learn, and by high school, he says, everything clicked— he began asking for what he needed from his teachers so he could get the material.\u003c/p>\n\u003cp>He says that unlike many dyslexics, recording lectures didn’t help his learning nearly as much as focused listening did. Through a lot of trial and error, he developed a ‘listening system’ that ensured he would remember what the teacher was saying. He did it by always participating in the conversation the teacher was having.\u003c/p>\n\u003cp>“If I speak it, I will remember it. In college, when the professor would get to the main idea, about every five to ten minutes I would ask a question, reframing the information in a way so that I would remember it,” he says. “I’d boil it down to the essential point. If the professor agreed, then I knew that I learned it.” McGehearty says that he raised his hand constantly in class so he could ask the questions essential to his learning, and some students teased him, accusing him of showing off. But he didn’t care.\u003c/p>\n\u003cp>“I’d say, no, I’m actually trying to learn today.”\u003c/p>\n\u003ch2>NATHAN SPOON, POET AND TEACHER, AGE 45\u003c/h2>\n\u003cp>Poet Nathan Spoon recalls always loving books and has special memories of sitting on his father’s lap in rural Tennessee, listening to his father read the Bible as he followed along.\u003c/p>\n\u003cp>Though he read constantly and loved his books so much he kept them in a special place in his room, he knew that something wasn’t quite right—his reading was slow and “the letters always seem to wiggle on the page.” School was difficult, and he had to repeat fifth grade. According to Spoon, his high school education was ‘saved’ by his high grades in art that pulled up his GPA.\u003c/p>\n\u003cp>Spoon wasn’t diagnosed with dyslexia, autism, and ADHD until recently, when he was 44 years old. But his reading difficulties had never stopped him from devouring tons of reading material, which he’s not afraid to read slowly and often reads aloud to himself, which seems to help. And the difficulties never kept him from the poetry he’s been writing— he calls it ‘making language collages’—since he was seventeen, publishing in well-heeled journals and anthologies. He classifies his poetry as experimental, and instead of seeing his trouble with phonemes as a hindrance, he uses them like notes in constructing a piece of music.\u003c/p>\n\u003cp>The poetic form, Spoon says, especially modern and postmodern poetry, are perfect forms for dyslexics to work in, since they’re not bound by the rules of grammar or even syntax. In poetry, expressing emotions and the sound of the words provide the pleasure.\u003c/p>\n\u003cp>“Poetry is magical in that kind of way,” he says. “If a person writes two plus two equals green, then two plus two equals blue is a different kind of feeling.”\u003c/p>\n\u003cp>Spoon says his success in writing poetry, a field that requires so much reading and writing, comes from an extreme willingness to fail and defy stereotypes. “I think there are all kinds of ways to approach the learning process. Getting into poetry, there’s this notion that the autistic person can’t understand poetry, that they’re too literal and will miss the nuance. There may be some truth to that—but there’s also truth to the notion that there are all kinds of ways to write poetry.\"\u003c/p>\n\u003cp>Recently, he also began writing for academia to explore the topics of poetry and neurodiversity, and how slow processing might benefit comprehension.\u003c/p>\n\u003cp>For both McGehearty and Spoon, there’s a theme having to do with the importance of art education—both say that \u003cstrong>art classes saved their schooling experience in more than one way. \u003c/strong>\u003c/p>\n\u003cp>For Spoon, when art became available at his rural Tennessee school, he found something he could excel in, and the A’s he received in art helped to boost his GPA. “My academic performance was always very mixed, and I always did the absolute worst in math,” he says. “I graduated with a C-minus GPA only because I made A-pluses in art.”\u003c/p>\n\u003cp>For McGehearty, his passion for art began with a fifth grade art teacher who he still remembers by name, Ms. Mary Dallas. McGehearty had just broken his right arm and he was unable to write because of the cast, but Dallas told him about artists who had great physical disabilities who learned to paint with their mouths, or their feet. These artists learned to express themselves despite their physical disability, Dallas told him, and he should try it.\u003c/p>\n\u003cp>“Every day, I went to that art class and made art with a different part of my body,” he says. “I made some of the coolest stuff. It didn’t look that great, but it was so much fun. And it was the greatest lesson to me, because I couldn’t read. And just because I couldn’t read didn’t mean that I couldn’t be successful in a different way.” That defining moment in McGehearty’s life changed his perspective, and he decided that he would become an artist. He took Ms. Dallas’s art class for the next four years and can’t thank her enough for her willingness to allow the open expression of his creativity.\u003c/p>\n\u003cp>“Art was a safe place for me,” he says. “I didn’t have to read.” McGehearty eventually earned a graduate degree in art and worked professionally as an artist for a decade before launching his own startup marketing company.\u003c/p>\n\u003cp>These four lives bring into high relief the main points of this guide:\u003c/p>\n\u003ch2>SCHOOL IS CHALLENGING FOR THOSE WITH DYSLEXIA AND THEIR SELF-ESTEEM SUFFERS\u003c/h2>\n\u003cp>• For Nathan, “the letters always seem to wiggle on the page,” and school was so difficult he had to repeat fifth grade.\u003cbr>\n• Donna felt extreme anxiety and became more introverted, trying not to get her teacher’s attention for fear she’d have to read aloud.\u003cbr>\n• Mackenzie believed that she was “stupid” and even with reading support, knew she had to put in a lot of extra time just to keep up.\u003cbr>\n• Eric called himself a “depressed and unhappy little kid” in elementary school.\u003c/p>\n\u003ch2>EARLY DETECTION OF DYSLEXIA CAN MAKE A DIFFERENCE\u003c/h2>\n\u003cp>• Eric was diagnosed at five years of age. Although his elementary school years were difficult, he was able to discover ways to help himself learn effectively as early as middle school.\u003cbr>\n• “The Cosby Show” helped Donna recognize that she was not alone in her challenges.\u003c/p>\n\u003ch2>RELATIONSHIPS ARE IMPORTANT BETWEEN STUDENTS, TEACHERS AND PARENTS\u003c/h2>\n\u003cp>• Mackenzie got the one-on-one tutoring she needed as a child to learn to read.\u003cbr>\n• She developed relationships with her teachers and professors, creating a list and explaining what she needed to be successful.\u003cbr>\n• Mackenzie also got personal accommodations, such as lenience on spelling and extra time with her teachers to review her homework.\u003cbr>\n• Eric’s teachers accommodated his need to verbally communicate his understanding of lecture material by asking frequent questions.\u003cbr>\n• Donna’s daughters inherited dyslexia, so she has worked to provide learning environments without the stigma she felt as a child. • Donna now trains teachers and supports parents through the process of getting help for their children.\u003c/p>\n\u003ch2>FINDING PLEASURE IN BOOKS, STORIES AND INFORMATION IS POSSIBLE FOR DYSLEXICS\u003c/h2>\n\u003cp>• Nathan never lost his love for books that he learned from his father, and difficulties didn’t stop him from “devouring tons of reading material” in his own way.\u003cbr>\n• Eric found a way to read by listening all he needed to graduate at the top of his high school class.\u003c/p>\n\u003ch2>TECHNOLOGY CAN SUPPORT DYSLEXICS IN THEIR LEARNING AND ACADEMIC SUCCESS\u003c/h2>\n\u003cp>• Self-advocacy allowed Mackenzie to get the technological accommodations, such as voice-to-text note-taking, lecture recordings, and blue overlays for reading texts.\u003cbr>\n• Eric’s teachers understood that he would be listening to all written material via audiobooks.\u003c/p>\n\u003ch2>CREATIVE EXPRESSION HELPS DYSLEXICS USE THE POWER OF THEIR RIGHT BRAINS WELL\u003c/h2>\n\u003cp>• As a poet, Nathan has found a good match between the way his brain loves to use words and writing poems—his “language collages,” in which he can loosen the rules of grammar and syntax.\u003cbr>\n• Eric found art as early as fifth grade as a way he could “go with the grain” of his brain in expressing himself visually.\u003c/p>\n\u003ch2>THOSE WITH DYSLEXIA OFTEN “GIVE BACK” TO SUPPORT OTHER DYSLEXICS TO REACH THEIR POTENTIAL THROUGH ACTION AND ROLE-MODELING.\u003c/h2>\n\u003cp>• Donna has created a non-profit called Blank Canvass which supports parents and trains teachers in the Orton-Gillingham method, which gives learners with dyslexia the one-on-one, intensive attention many have found effective.\u003cbr>\n• Nathan has begun doing academic writing about the relationship between poetry and brains that exhibit neurodiversity, such as those with dyslexia.\u003cbr>\n• Mackenzie intends to get her degree in special education, so that she can support other children who learn differently.\u003cbr>\n• Eric has found success as both an artist and an entrepreneur.\u003c/p>\n\u003cp>These stories offer a window into the complex inner and outer worlds of people with dyslexia, and each story proves that what Sheryl Rimrodt-Frierson said can indeed be true: \"No one with dyslexia needs to sell themselves short, because there is a world of possibilities.\"\u003c/p>\n\u003cp>ADDITIONAL RESOURCES\u003c/p>\n\u003cp>\u003ca href=\"https://www.youtube.com/watch?v=zafiGBrFkRM\">“What is dyslexia”\u003c/a> \u003ca href=\"https://www.youtube.com/watch?v=zafiGBrFkRM\">TED-Ed video by Kelli Sandman-Hurley\u003c/a>\u003cbr>\n\u003ca href=\"https://www.amazon.com/Big-Picture-Richard-Branson/dp/B00GGESYV6\">HBO The Big Picture: Rethinking Dyslexia\u003c/a>\u003cbr>\n\u003ca href=\"https://www.npr.org/series/503544816/unlocking-dyslexia\">Unlocking Dyslexia by NPR\u003c/a>\u003cbr>\n\u003ca href=\"https://www.understood.org/en\">Understood.org\u003c/a>\u003cbr>\n\u003ca href=\"https://dyslexiaida.org/\">DyslexiaIDA.org\u003c/a>\u003cbr>\n\u003ca href=\"https://learningally.org/\">LearningAlly.org\u003c/a>\u003cbr>\n\u003ca href=\"http://www.decodingdyslexia.net/\">Decoding Dyslexia\u003c/a> – Grassroots Parent-Led Movement for Dyslexia\u003cbr>\n\u003ca href=\"https://www.nessy.com/us/\">Nessy.com\u003c/a>\u003cbr>\n\u003ca href=\"https://www.dyslegia.com/\">Dyslegia.com\u003c/a> – dyslexia laws from state to state\u003cbr>\n\u003ca href=\"https://www.dyslexicadvantage.org/\">Dyslexic Advantage\u003c/a>\u003cbr>\n\u003ca href=\"http://literatenation.org/\">Literate Nation\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This is chapter six of the \u003ca href=\"https://www.kqed.org/mindshift/54743/the-mindshift-guide-to-understanding-dyslexia\">MindShift Guide to Understanding Dyslexia\u003c/a>. You can find the remaining chapters and a complete \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">printable\u003c/a> \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">PDF\u003c/a> of the entire guide by clicking \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">here\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This is chapter six of the \u003ca href=\"https://www.kqed.org/mindshift/54743/the-mindshift-guide-to-understanding-dyslexia\">MindShift Guide to Understanding Dyslexia\u003c/a>. You can find the remaining chapters and a complete \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">printable\u003c/a> \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">PDF\u003c/a> of the entire guide by clicking \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>Since the large bulk of schoolwork involves reading and writing, dyslexics often experience anxiety around schooling, especially when called on to read aloud or expected to read or write large amounts of material. Many report feeling low self-esteem and believing that they are unintelligent or will never have the skills to succeed. Even when the proper diagnosis is handed down and intervention works, school life continues to be difficult for dyslexics.\u003c/p>\n\u003cp>Further, discussion of the complex idea of dyslexia’s hidden gifts or special talents can give students the idea that academic work—heavy in reading and writing—simply isn’t for them.\u003c/p>\n\u003cp>That’s not the case, says Dr. Sheryl Rimrodt-Frierson, who runs the pediatric clinic at the Vanderbilt Kennedy Reading Center.\u003c/p>\n\u003cp>She says that when she identifies kids as dyslexic, she doesn’t want them to close off their options. “I don’t want kids to sell themselves short about going to college,” she says. “So I will make sure that they know there are plenty of people out there who have done plenty—academic work, medical school, law school. I want them to understand that there’s a world of possibilities.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For many dyslexics, the road to academic and career success isn’t off-limits but more about taking a different path.\u003c/p>\n\u003ch2>VOICES OF DYSLEXIA: FOUR DIFFERENT PATHS TO SUCCESS\u003c/h2>\n\u003cp>The spread of information and advocacy is increasing awareness around dyslexia, and many who have experienced reading struggles are beginning to find their way through school—and life beyond it—more easily.\u003c/p>\n\u003cp>Here are the stories of four dyslexic adults who found success in different ways. \u003cstrong>Notice how the themes of this guide have played out in their lives\u003c/strong>—by managing their anxiety and passing on their learning to support others with dyslexia to succeed; by advocating for themselves; by perfecting the art of listening; and by finding creative forms of self-expression.\u003c/p>\n\u003ch2>DONNA GARGETT, SOCIAL WORKER, HEAD OF A NONPROFIT SUPPORTING DYSLEXICS, AGE 41\u003c/h2>\n\u003cp>When Donna Gargett was growing up in California in the 1980s, she remembers watching an episode of the television show “The Cosby Show” where the character Theo realizes he has dyslexia. Gargett thought to herself, “that’s me.”\u003c/p>\n\u003cp>Now 41, Gargett is a social worker and head of a nonprofit that recruits and trains tutors in the Orton-Gillingham teaching method to help dyslexics in and around Jacksonville, North Carolina, where she lives. But even though she’s learned to manage her dyslexia over time, memories of reading and writing in school bring back anxiety. She often thinks about how she knew she had the same condition that Theo had, even though she wasn’t identified as dyslexic until college.\u003c/p>\n\u003cp>In grade school and high school, Gargett always felt “less than.” She struggled so much, once she even asked her parents if she was mentally disabled and they were hiding it from her. In elementary school, “I didn’t understand what was going on,” she says. “I was trying as hard as I could and still wasn’t getting it.”\u003c/p>\n\u003cp>Years of failure in school caused Gargett extreme anxiety, and she says it made her introverted. She spent most classes trying not to make eye contact with the teacher, hoping she wouldn’t be called on and instead would just “melt away.”\u003c/p>\n\u003cp>But Gargett found some relief once she reached college. “I found college to be much easier, knowing there wasn’t any reading out loud anymore was a huge relief for me personally,” she says. In college, she could record lectures and go home and listen to them over and over if she needed.\u003c/p>\n\u003cp>Gargett still finds it extremely stressful to read aloud, and avoids it at all costs, even in her work as an adult. Even though she finds it extremely rewarding to work with people who need help, the paperwork involved in social work case management is time-consuming and causes stress. She admits that she still makes a lot of mistakes, spells poorly, and takes a lot of time and energy to make sure documents are legible and correct.\u003c/p>\n\u003cp>But when both Gargett’s daughters, who are six and eight, were identified as dyslexic (the condition has a genetic component and tends to run in families), she knew she had to do something to try and change the stigma and provide an environment for them that didn’t contain so much anxiety.\u003c/p>\n\u003cp>That’s how she got started helping tutors get certified in Orton-Gillingham near her home. The tutors are able to help the students who are just like she once was—afraid that there was something wrong with them. The nonprofit, Blank Canvass, has spread to include Eastern North Carolina. Gargett is hoping that she’s breaking the stigma of dyslexia and dispelling the anxiety that haunted her.\u003c/p>\n\u003cp>“Parents come to me now, knowing that something is wrong, but they can’t put their finger on it,” Gargett says. “Because of my own personal story, and now as a parent, I can help guide these parents through the process. Self-esteem is the root of a lot of the problems caused by dyslexia, and [with the nonprofit] we are striving to build students’ individual strengths.”\u003c/p>\n\u003ch2>MACKENZIE FANATICO, SENIOR AT ANGELO STATE UNIVERSITY\u003c/h2>\n\u003cp>Mackenzie Fanatico remembers her early elementary years as “chaotic,” because all her friends could read, and she couldn’t. She believed there was something wrong with her, that she was “stupid,” until a third grade teacher at her public school in Philadelphia asked her mother whether Mackenzie had ever been tested for dyslexia. She finally got tested and was diagnosed with dyslexia.\u003c/p>\n\u003cp>But it wasn’t until the fifth grade, after she’d endured a long illness and her family moved to the suburbs outside of Dallas, Texas, when she finally learned to read. There, an in-home tutor came to her house as she recovered, and Fanatico finally received the one-on-one attention she needed to learn to read.\u003c/p>\n\u003cp>Even as her reading got stronger through middle and high school, Fanatico still required so much extra time to complete the same amount of work as other students, she realized that if she was going to succeed at all, she had to start talking to her teachers about what she needed to complete assignments and take tests.\u003c/p>\n\u003cp>She’d explain what was happening inside her dyslexic brain, and that she needed help taking notes by using a computer with voice-to-text and recording lectures so she could listen to them later. She needed lenience on hand-written tests, too, because she knew she would “butcher the spelling.” By forming relationships with her teachers, Fanatico did well in high school and made it to college.\u003c/p>\n\u003cp>Now a senior at Angelo State University in the West Texas town San Angelo, she has used the same strategy to succeed in college—by forming relationships with her professors.\u003c/p>\n\u003cp>“I still need a whole lot of repetition,” Fanatico says. “My friends might study two hours for a class, but it takes me four or six hours to be able to ‘get’ the same material.” She often arrived an hour early to her college math class to go over work with her professor. Then she’d also spend an additional two or three hours afterward with professors as well, if possible, to go over homework. Teacher relationships, she says, have become a vital part of her learning.\u003c/p>\n\u003cp>Fanatico also developed a close relationship with the learning disability center staff on campus, who helped her write a list of accommodations she could give to professors. Her college accommodations include permission to record lectures, take notes on a computer, lenience on spelling, and permission to use a special blue overlay on top of papers that helps her see letters and words more clearly.\u003c/p>\n\u003cp>Those relationships have helped her succeed: Fanatico earned straight A’s in both fall and spring semesters of her sophomore year of college. She plans to graduate with a degree in special education, hoping to form those special relationships with kids who struggle in school the way she did.\u003c/p>\n\u003ch2>ERIC MCGEHEARTY, ENTREPRENEUR, AGE 41\u003c/h2>\n\u003cp>Eric McGehearty says he has never once read a book with his eyes. Though the forty-year-old entrepreneur was identified as dyslexic when he was only five years old, the Dallas, Texas, native says all the books he has ever finished, he read by listening to audiobooks.\u003c/p>\n\u003cp>McGehearty says he figured out early that, for him, listening was the key to learning. He used audio books and listening techniques to complete his schoolwork, and eventually graduate from high school as class valedictorian.\u003c/p>\n\u003cp>“Audio books were a big piece of my success as a student,” he says. “Through Learning Ally, I’ve been listening to audio books a couple of hours a day, every day, for 35 years. I am a very good ‘ear reader’.”\u003c/p>\n\u003cp>Like many dyslexics, elementary school was difficult for McGehearty, and he called himself at that time a “depressed and unhappy little kid.” By middle school, he was beginning to catch on to how to learn, and by high school, he says, everything clicked— he began asking for what he needed from his teachers so he could get the material.\u003c/p>\n\u003cp>He says that unlike many dyslexics, recording lectures didn’t help his learning nearly as much as focused listening did. Through a lot of trial and error, he developed a ‘listening system’ that ensured he would remember what the teacher was saying. He did it by always participating in the conversation the teacher was having.\u003c/p>\n\u003cp>“If I speak it, I will remember it. In college, when the professor would get to the main idea, about every five to ten minutes I would ask a question, reframing the information in a way so that I would remember it,” he says. “I’d boil it down to the essential point. If the professor agreed, then I knew that I learned it.” McGehearty says that he raised his hand constantly in class so he could ask the questions essential to his learning, and some students teased him, accusing him of showing off. But he didn’t care.\u003c/p>\n\u003cp>“I’d say, no, I’m actually trying to learn today.”\u003c/p>\n\u003ch2>NATHAN SPOON, POET AND TEACHER, AGE 45\u003c/h2>\n\u003cp>Poet Nathan Spoon recalls always loving books and has special memories of sitting on his father’s lap in rural Tennessee, listening to his father read the Bible as he followed along.\u003c/p>\n\u003cp>Though he read constantly and loved his books so much he kept them in a special place in his room, he knew that something wasn’t quite right—his reading was slow and “the letters always seem to wiggle on the page.” School was difficult, and he had to repeat fifth grade. According to Spoon, his high school education was ‘saved’ by his high grades in art that pulled up his GPA.\u003c/p>\n\u003cp>Spoon wasn’t diagnosed with dyslexia, autism, and ADHD until recently, when he was 44 years old. But his reading difficulties had never stopped him from devouring tons of reading material, which he’s not afraid to read slowly and often reads aloud to himself, which seems to help. And the difficulties never kept him from the poetry he’s been writing— he calls it ‘making language collages’—since he was seventeen, publishing in well-heeled journals and anthologies. He classifies his poetry as experimental, and instead of seeing his trouble with phonemes as a hindrance, he uses them like notes in constructing a piece of music.\u003c/p>\n\u003cp>The poetic form, Spoon says, especially modern and postmodern poetry, are perfect forms for dyslexics to work in, since they’re not bound by the rules of grammar or even syntax. In poetry, expressing emotions and the sound of the words provide the pleasure.\u003c/p>\n\u003cp>“Poetry is magical in that kind of way,” he says. “If a person writes two plus two equals green, then two plus two equals blue is a different kind of feeling.”\u003c/p>\n\u003cp>Spoon says his success in writing poetry, a field that requires so much reading and writing, comes from an extreme willingness to fail and defy stereotypes. “I think there are all kinds of ways to approach the learning process. Getting into poetry, there’s this notion that the autistic person can’t understand poetry, that they’re too literal and will miss the nuance. There may be some truth to that—but there’s also truth to the notion that there are all kinds of ways to write poetry.\"\u003c/p>\n\u003cp>Recently, he also began writing for academia to explore the topics of poetry and neurodiversity, and how slow processing might benefit comprehension.\u003c/p>\n\u003cp>For both McGehearty and Spoon, there’s a theme having to do with the importance of art education—both say that \u003cstrong>art classes saved their schooling experience in more than one way. \u003c/strong>\u003c/p>\n\u003cp>For Spoon, when art became available at his rural Tennessee school, he found something he could excel in, and the A’s he received in art helped to boost his GPA. “My academic performance was always very mixed, and I always did the absolute worst in math,” he says. “I graduated with a C-minus GPA only because I made A-pluses in art.”\u003c/p>\n\u003cp>For McGehearty, his passion for art began with a fifth grade art teacher who he still remembers by name, Ms. Mary Dallas. McGehearty had just broken his right arm and he was unable to write because of the cast, but Dallas told him about artists who had great physical disabilities who learned to paint with their mouths, or their feet. These artists learned to express themselves despite their physical disability, Dallas told him, and he should try it.\u003c/p>\n\u003cp>“Every day, I went to that art class and made art with a different part of my body,” he says. “I made some of the coolest stuff. It didn’t look that great, but it was so much fun. And it was the greatest lesson to me, because I couldn’t read. And just because I couldn’t read didn’t mean that I couldn’t be successful in a different way.” That defining moment in McGehearty’s life changed his perspective, and he decided that he would become an artist. He took Ms. Dallas’s art class for the next four years and can’t thank her enough for her willingness to allow the open expression of his creativity.\u003c/p>\n\u003cp>“Art was a safe place for me,” he says. “I didn’t have to read.” McGehearty eventually earned a graduate degree in art and worked professionally as an artist for a decade before launching his own startup marketing company.\u003c/p>\n\u003cp>These four lives bring into high relief the main points of this guide:\u003c/p>\n\u003ch2>SCHOOL IS CHALLENGING FOR THOSE WITH DYSLEXIA AND THEIR SELF-ESTEEM SUFFERS\u003c/h2>\n\u003cp>• For Nathan, “the letters always seem to wiggle on the page,” and school was so difficult he had to repeat fifth grade.\u003cbr>\n• Donna felt extreme anxiety and became more introverted, trying not to get her teacher’s attention for fear she’d have to read aloud.\u003cbr>\n• Mackenzie believed that she was “stupid” and even with reading support, knew she had to put in a lot of extra time just to keep up.\u003cbr>\n• Eric called himself a “depressed and unhappy little kid” in elementary school.\u003c/p>\n\u003ch2>EARLY DETECTION OF DYSLEXIA CAN MAKE A DIFFERENCE\u003c/h2>\n\u003cp>• Eric was diagnosed at five years of age. Although his elementary school years were difficult, he was able to discover ways to help himself learn effectively as early as middle school.\u003cbr>\n• “The Cosby Show” helped Donna recognize that she was not alone in her challenges.\u003c/p>\n\u003ch2>RELATIONSHIPS ARE IMPORTANT BETWEEN STUDENTS, TEACHERS AND PARENTS\u003c/h2>\n\u003cp>• Mackenzie got the one-on-one tutoring she needed as a child to learn to read.\u003cbr>\n• She developed relationships with her teachers and professors, creating a list and explaining what she needed to be successful.\u003cbr>\n• Mackenzie also got personal accommodations, such as lenience on spelling and extra time with her teachers to review her homework.\u003cbr>\n• Eric’s teachers accommodated his need to verbally communicate his understanding of lecture material by asking frequent questions.\u003cbr>\n• Donna’s daughters inherited dyslexia, so she has worked to provide learning environments without the stigma she felt as a child. • Donna now trains teachers and supports parents through the process of getting help for their children.\u003c/p>\n\u003ch2>FINDING PLEASURE IN BOOKS, STORIES AND INFORMATION IS POSSIBLE FOR DYSLEXICS\u003c/h2>\n\u003cp>• Nathan never lost his love for books that he learned from his father, and difficulties didn’t stop him from “devouring tons of reading material” in his own way.\u003cbr>\n• Eric found a way to read by listening all he needed to graduate at the top of his high school class.\u003c/p>\n\u003ch2>TECHNOLOGY CAN SUPPORT DYSLEXICS IN THEIR LEARNING AND ACADEMIC SUCCESS\u003c/h2>\n\u003cp>• Self-advocacy allowed Mackenzie to get the technological accommodations, such as voice-to-text note-taking, lecture recordings, and blue overlays for reading texts.\u003cbr>\n• Eric’s teachers understood that he would be listening to all written material via audiobooks.\u003c/p>\n\u003ch2>CREATIVE EXPRESSION HELPS DYSLEXICS USE THE POWER OF THEIR RIGHT BRAINS WELL\u003c/h2>\n\u003cp>• As a poet, Nathan has found a good match between the way his brain loves to use words and writing poems—his “language collages,” in which he can loosen the rules of grammar and syntax.\u003cbr>\n• Eric found art as early as fifth grade as a way he could “go with the grain” of his brain in expressing himself visually.\u003c/p>\n\u003ch2>THOSE WITH DYSLEXIA OFTEN “GIVE BACK” TO SUPPORT OTHER DYSLEXICS TO REACH THEIR POTENTIAL THROUGH ACTION AND ROLE-MODELING.\u003c/h2>\n\u003cp>• Donna has created a non-profit called Blank Canvass which supports parents and trains teachers in the Orton-Gillingham method, which gives learners with dyslexia the one-on-one, intensive attention many have found effective.\u003cbr>\n• Nathan has begun doing academic writing about the relationship between poetry and brains that exhibit neurodiversity, such as those with dyslexia.\u003cbr>\n• Mackenzie intends to get her degree in special education, so that she can support other children who learn differently.\u003cbr>\n• Eric has found success as both an artist and an entrepreneur.\u003c/p>\n\u003cp>These stories offer a window into the complex inner and outer worlds of people with dyslexia, and each story proves that what Sheryl Rimrodt-Frierson said can indeed be true: \"No one with dyslexia needs to sell themselves short, because there is a world of possibilities.\"\u003c/p>\n\u003cp>ADDITIONAL RESOURCES\u003c/p>\n\u003cp>\u003ca href=\"https://www.youtube.com/watch?v=zafiGBrFkRM\">“What is dyslexia”\u003c/a> \u003ca href=\"https://www.youtube.com/watch?v=zafiGBrFkRM\">TED-Ed video by Kelli Sandman-Hurley\u003c/a>\u003cbr>\n\u003ca href=\"https://www.amazon.com/Big-Picture-Richard-Branson/dp/B00GGESYV6\">HBO The Big Picture: Rethinking Dyslexia\u003c/a>\u003cbr>\n\u003ca href=\"https://www.npr.org/series/503544816/unlocking-dyslexia\">Unlocking Dyslexia by NPR\u003c/a>\u003cbr>\n\u003ca href=\"https://www.understood.org/en\">Understood.org\u003c/a>\u003cbr>\n\u003ca href=\"https://dyslexiaida.org/\">DyslexiaIDA.org\u003c/a>\u003cbr>\n\u003ca href=\"https://learningally.org/\">LearningAlly.org\u003c/a>\u003cbr>\n\u003ca href=\"http://www.decodingdyslexia.net/\">Decoding Dyslexia\u003c/a> – Grassroots Parent-Led Movement for Dyslexia\u003cbr>\n\u003ca href=\"https://www.nessy.com/us/\">Nessy.com\u003c/a>\u003cbr>\n\u003ca href=\"https://www.dyslegia.com/\">Dyslegia.com\u003c/a> – dyslexia laws from state to state\u003cbr>\n\u003ca href=\"https://www.dyslexicadvantage.org/\">Dyslexic Advantage\u003c/a>\u003cbr>\n\u003ca href=\"http://literatenation.org/\">Literate Nation\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This is chapter six of the \u003ca href=\"https://www.kqed.org/mindshift/54743/the-mindshift-guide-to-understanding-dyslexia\">MindShift Guide to Understanding Dyslexia\u003c/a>. You can find the remaining chapters and a complete \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">printable\u003c/a> \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">PDF\u003c/a> of the entire guide by clicking \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">here\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cem>This is chapter five of the \u003ca href=\"https://www.kqed.org/mindshift/54743/the-mindshift-guide-to-understanding-dyslexia\">MindShift Guide to Understanding Dyslexia\u003c/a>. You can find the remaining chapters and a complete \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">printable\u003c/a> \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">PDF\u003c/a> of the entire guide by clicking \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">here\u003c/a>.\u003c/em>\u003c/p>\n\u003ch2>TECHNOLOGY HELPS—BUT ONLY IF IT CAN BE USED\u003c/h2>\n\u003cp>Even after years of intensive intervention and tutoring, dyslexic students can continue to struggle with reading and writing. That’s why advances in technology have been invaluable to students who read and write slowly.\u003c/p>\n\u003cp>Dyslexic students are finding they can complete assignments faster when they employ special features on a laptop or iPad that help work around their dyslexia-related issues. \u003cstrong>But to fully maximize how technology can help students with learning differences, educators’ expectations may need to be shifted. \u003c/strong>\u003c/p>\n\u003cp>For struggling readers, assistive technology such as reading with \u003ca href=\"https://www.kqed.org/mindshift/46125/listening-isnt-cheating-how-audio-books-can-help-us-learn\">audiobooks\u003c/a> is a way for students to fully participate in assignments instead of just focusing on the laborious task of reading, writing and spelling.\u003c/p>\n\u003cp>According to cognitive scientist Daniel Willingham, author of Raising Kids Who Read, listening to books is still \u003ca href=\"https://www.kqed.org/mindshift/46125/listening-isnt-cheating-how-audio-books-can-help-us-learn\">reading and isn’t cheating\u003c/a>. For most books, and for most purposes, he writes, listening to a book and reading it are basically the same thing: “Listening to an audio book might be considered cheating if the act of decoding were the point; audio books allow you to seem to have decoded without doing so.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Also, most dyslexic students don’t have a problem understanding information— so allowing them to record a class instead of painstakingly take notes, or to speak an essay into a tablet instead of writing it down can change the game completely.\u003c/p>\n\u003ch2>TECH TOOLS AND ASSISTIVE TECHNOLOGY FOR DYSLEXICS: A SAMPLING\u003c/h2>\n\u003cp>Although the following is not a complete list, it can provide the basis for further discussion and investigation.\u003c/p>\n\u003cp>\u003cem>Speech-to-Text\u003c/em>\u003cbr>\nStudents can turn their speech into text using apps like \u003ca href=\"https://apps.apple.com/us/app/dragon-dictation/id341446764\">Dragon Dictation\u003c/a>, Google’s \u003ca href=\"https://chrome.google.com/webstore/detail/voicenote-ii-speech-to-te/hfknjgplnkgjihghcidajejfmldhibfm?hl=en\">VoiceNote\u003c/a>, \u003ca href=\"https://www.easyspellingaid.com/easy-dyslexia-aid/\">Easy Dyslexia Aid\u003c/a> or just speaking into the microphone of a phone, tablet or laptop. Some speech-to-text devices are sensitive to different kinds of voices and will require some experimentation.\u003c/p>\n\u003cp>\u003cem>Google Chrome Extensions\u003c/em>\u003cbr>\nExtensions are small software programs that customize a user’s web browsing experience. Users can tailor functionality and behavior to individual needs or preferences. The programs are built on technologies such as HTML, JavaScript, and CSS. Chrome offers several extensions for free or low cost that can help struggling readers and writers.\u003cbr>\n• \u003ca href=\"https://chrome.google.com/webstore/detail/readwrite-for-google-chro/inoeonmfapjbbkmdafoankkfajkcphgd?hl=en-US\">Read&Write\u003c/a> offers text-to-speech, speech-to-text, and word prediction\u003cbr>\n• \u003ca href=\"https://chrome.google.com/webstore/detail/snapread-universal/mloajfnmjckfjbeeofcdaecbelnblden?hl=en\">Snap&Read\u003c/a> will begin reading aloud from a click\u003cbr>\n• \u003ca href=\"https://chrome.google.com/webstore/detail/speak-it/amcnjejmdfilapnnfgnhnidhkififadk?hl=en\">SpeakIt\u003c/a> lets students highlight a piece of text and have it read to them\u003cbr>\n• \u003ca href=\"https://chrome.google.com/webstore/detail/read-mode/nagcaahojecfeopbghgihcabgiepploa?hl=en\">Read Mode\u003c/a> removes ads and images from websites so students can focus on the text\u003c/p>\n\u003cp>\u003cem>Kurzweil\u003c/em>\u003cbr>\nKurzweil educational software offers study skills features and Texthelp Read&Write, plus highlighting, sticky and voice notes. Notes can be compiled into a separate study guide, and files can be imported into sound files for easy listening.\u003c/p>\n\u003cp>\u003cem>WhisperSync\u003cbr>\n\u003c/em>This \u003ca href=\"https://www.amazon.com/Whispersync-for-Voice-Learn-More-Kindle-Store/b?ie=UTF8&node=12527156011\">Amazon app\u003c/a> allows readers to switch between reading and listening to a book. For those whose slow reading can be exhausting, this app allows them to switch to audio to listen for a while.\u003c/p>\n\u003cp>\u003cem>Audiobooks with Accompanying Readers\u003c/em>\u003cbr>\nAmazon’s Immersion Reading and \u003ca href=\"https://learningally.org/Home/gclid/EAIaIQobChMIo67juMLi4wIV2x-tBh3sNQ7NEAAYASAAEgL9_PD_BwE\">VOICEText\u003c/a> by Learning Ally both allow readers to read and listen to a story at the same time. Each comes with a highlighted text feature that helps dyslexic students follow along, allowing them to read books at the level of their peers.\u003c/p>\n\u003cp>\u003cem>Livescribe Smartpen\u003cbr>\n\u003c/em>Livescribe offers a \u003ca href=\"https://www.livescribe.com/en-us/smartpen/\">computerized pen\u003c/a> that doubles as a recording device, recording what’s being said as well as what the student is are writing. The student can tap the pen on any written note to replay what was said while they were writing.\u003c/p>\n\u003cp>\u003cem>Franklin Speller\u003c/em>\u003cbr>\nThese \u003ca href=\"https://www.amazon.com/Franklin-NCS-101-SPELLING-CORRECTOR/dp/1567120709\">mini electronic dictionaries\u003c/a> provide\u003c/p>\n\u003cp>• handy lists of confusable words\u003cbr>\n• context-sensitive help text\u003cbr>\n• spellcheck\u003cbr>\n• print and cursive options for words\u003cbr>\n• an arithmetic tutor Free apps like \u003ca href=\"https://apps.apple.com/us/app/speller-free-spell-checker/id305997247\">Speller\u003c/a> and \u003ca href=\"https://www.grammarly.com/\">Grammarly\u003c/a> also correct spelling.\u003c/p>\n\u003cp>As for reading print books, some early research has suggested that certain fonts like Dyslexie and Open Dyslexic make it easier for dyslexics to read by adding extra space between letters and weighting the letters at the bottom.\u003c/p>\n\u003cp>Although experts have encouraged caution in using the dyslexic-friendly fonts—studies haven’t been peer-reviewed and there is still much to learn about their effectiveness— some dyslexics say special fonts do help, and experts like Nancy Mather at the University of Arizona say they might be worth a try.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This is chapter five of the \u003ca href=\"https://www.kqed.org/mindshift/54743/the-mindshift-guide-to-understanding-dyslexia\">MindShift Guide to Understanding Dyslexia\u003c/a>. You can find the remaining chapters and a complete \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">printable\u003c/a> \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">PDF\u003c/a> of the entire guide by clicking \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">here\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This is chapter five of the \u003ca href=\"https://www.kqed.org/mindshift/54743/the-mindshift-guide-to-understanding-dyslexia\">MindShift Guide to Understanding Dyslexia\u003c/a>. You can find the remaining chapters and a complete \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">printable\u003c/a> \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">PDF\u003c/a> of the entire guide by clicking \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">here\u003c/a>.\u003c/em>\u003c/p>\n\u003ch2>TECHNOLOGY HELPS—BUT ONLY IF IT CAN BE USED\u003c/h2>\n\u003cp>Even after years of intensive intervention and tutoring, dyslexic students can continue to struggle with reading and writing. That’s why advances in technology have been invaluable to students who read and write slowly.\u003c/p>\n\u003cp>Dyslexic students are finding they can complete assignments faster when they employ special features on a laptop or iPad that help work around their dyslexia-related issues. \u003cstrong>But to fully maximize how technology can help students with learning differences, educators’ expectations may need to be shifted. \u003c/strong>\u003c/p>\n\u003cp>For struggling readers, assistive technology such as reading with \u003ca href=\"https://www.kqed.org/mindshift/46125/listening-isnt-cheating-how-audio-books-can-help-us-learn\">audiobooks\u003c/a> is a way for students to fully participate in assignments instead of just focusing on the laborious task of reading, writing and spelling.\u003c/p>\n\u003cp>According to cognitive scientist Daniel Willingham, author of Raising Kids Who Read, listening to books is still \u003ca href=\"https://www.kqed.org/mindshift/46125/listening-isnt-cheating-how-audio-books-can-help-us-learn\">reading and isn’t cheating\u003c/a>. For most books, and for most purposes, he writes, listening to a book and reading it are basically the same thing: “Listening to an audio book might be considered cheating if the act of decoding were the point; audio books allow you to seem to have decoded without doing so.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Also, most dyslexic students don’t have a problem understanding information— so allowing them to record a class instead of painstakingly take notes, or to speak an essay into a tablet instead of writing it down can change the game completely.\u003c/p>\n\u003ch2>TECH TOOLS AND ASSISTIVE TECHNOLOGY FOR DYSLEXICS: A SAMPLING\u003c/h2>\n\u003cp>Although the following is not a complete list, it can provide the basis for further discussion and investigation.\u003c/p>\n\u003cp>\u003cem>Speech-to-Text\u003c/em>\u003cbr>\nStudents can turn their speech into text using apps like \u003ca href=\"https://apps.apple.com/us/app/dragon-dictation/id341446764\">Dragon Dictation\u003c/a>, Google’s \u003ca href=\"https://chrome.google.com/webstore/detail/voicenote-ii-speech-to-te/hfknjgplnkgjihghcidajejfmldhibfm?hl=en\">VoiceNote\u003c/a>, \u003ca href=\"https://www.easyspellingaid.com/easy-dyslexia-aid/\">Easy Dyslexia Aid\u003c/a> or just speaking into the microphone of a phone, tablet or laptop. Some speech-to-text devices are sensitive to different kinds of voices and will require some experimentation.\u003c/p>\n\u003cp>\u003cem>Google Chrome Extensions\u003c/em>\u003cbr>\nExtensions are small software programs that customize a user’s web browsing experience. Users can tailor functionality and behavior to individual needs or preferences. The programs are built on technologies such as HTML, JavaScript, and CSS. Chrome offers several extensions for free or low cost that can help struggling readers and writers.\u003cbr>\n• \u003ca href=\"https://chrome.google.com/webstore/detail/readwrite-for-google-chro/inoeonmfapjbbkmdafoankkfajkcphgd?hl=en-US\">Read&Write\u003c/a> offers text-to-speech, speech-to-text, and word prediction\u003cbr>\n• \u003ca href=\"https://chrome.google.com/webstore/detail/snapread-universal/mloajfnmjckfjbeeofcdaecbelnblden?hl=en\">Snap&Read\u003c/a> will begin reading aloud from a click\u003cbr>\n• \u003ca href=\"https://chrome.google.com/webstore/detail/speak-it/amcnjejmdfilapnnfgnhnidhkififadk?hl=en\">SpeakIt\u003c/a> lets students highlight a piece of text and have it read to them\u003cbr>\n• \u003ca href=\"https://chrome.google.com/webstore/detail/read-mode/nagcaahojecfeopbghgihcabgiepploa?hl=en\">Read Mode\u003c/a> removes ads and images from websites so students can focus on the text\u003c/p>\n\u003cp>\u003cem>Kurzweil\u003c/em>\u003cbr>\nKurzweil educational software offers study skills features and Texthelp Read&Write, plus highlighting, sticky and voice notes. Notes can be compiled into a separate study guide, and files can be imported into sound files for easy listening.\u003c/p>\n\u003cp>\u003cem>WhisperSync\u003cbr>\n\u003c/em>This \u003ca href=\"https://www.amazon.com/Whispersync-for-Voice-Learn-More-Kindle-Store/b?ie=UTF8&node=12527156011\">Amazon app\u003c/a> allows readers to switch between reading and listening to a book. For those whose slow reading can be exhausting, this app allows them to switch to audio to listen for a while.\u003c/p>\n\u003cp>\u003cem>Audiobooks with Accompanying Readers\u003c/em>\u003cbr>\nAmazon’s Immersion Reading and \u003ca href=\"https://learningally.org/Home/gclid/EAIaIQobChMIo67juMLi4wIV2x-tBh3sNQ7NEAAYASAAEgL9_PD_BwE\">VOICEText\u003c/a> by Learning Ally both allow readers to read and listen to a story at the same time. Each comes with a highlighted text feature that helps dyslexic students follow along, allowing them to read books at the level of their peers.\u003c/p>\n\u003cp>\u003cem>Livescribe Smartpen\u003cbr>\n\u003c/em>Livescribe offers a \u003ca href=\"https://www.livescribe.com/en-us/smartpen/\">computerized pen\u003c/a> that doubles as a recording device, recording what’s being said as well as what the student is are writing. The student can tap the pen on any written note to replay what was said while they were writing.\u003c/p>\n\u003cp>\u003cem>Franklin Speller\u003c/em>\u003cbr>\nThese \u003ca href=\"https://www.amazon.com/Franklin-NCS-101-SPELLING-CORRECTOR/dp/1567120709\">mini electronic dictionaries\u003c/a> provide\u003c/p>\n\u003cp>• handy lists of confusable words\u003cbr>\n• context-sensitive help text\u003cbr>\n• spellcheck\u003cbr>\n• print and cursive options for words\u003cbr>\n• an arithmetic tutor Free apps like \u003ca href=\"https://apps.apple.com/us/app/speller-free-spell-checker/id305997247\">Speller\u003c/a> and \u003ca href=\"https://www.grammarly.com/\">Grammarly\u003c/a> also correct spelling.\u003c/p>\n\u003cp>As for reading print books, some early research has suggested that certain fonts like Dyslexie and Open Dyslexic make it easier for dyslexics to read by adding extra space between letters and weighting the letters at the bottom.\u003c/p>\n\u003cp>Although experts have encouraged caution in using the dyslexic-friendly fonts—studies haven’t been peer-reviewed and there is still much to learn about their effectiveness— some dyslexics say special fonts do help, and experts like Nancy Mather at the University of Arizona say they might be worth a try.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This is chapter five of the \u003ca href=\"https://www.kqed.org/mindshift/54743/the-mindshift-guide-to-understanding-dyslexia\">MindShift Guide to Understanding Dyslexia\u003c/a>. You can find the remaining chapters and a complete \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">printable\u003c/a> \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">PDF\u003c/a> of the entire guide by clicking \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">here\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cem>This is chapter four of the \u003ca href=\"https://www.kqed.org/mindshift/54743/the-mindshift-guide-to-understanding-dyslexia\">MindShift Guide to Understanding Dyslexia\u003c/a>. You can find the remaining chapters and a complete \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">printable\u003c/a> \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">PDF\u003c/a> of the entire guide by clicking \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>Experts know that the only effective help for students with dyslexia is targeted, specific intervention that addresses each student’s issues. How students receive that intervention largely depends on where they live.\u003c/p>\n\u003cp>Federal law guarantees those with dyslexia a free and appropriate education under the \u003ca href=\"https://sites.ed.gov/idea/\">Individuals with Disabilities Education Act\u003c/a> (IDEA). However, the patchwork condition of state laws means there’s a lack of uniformity in defining dyslexia and how students are to be accommodated. As recently as a few years ago, some states had put ‘Say Dyslexia’ or ‘Dyslexia Awareness Week’ laws into effect in order to create consistency around dyslexia accountability in schools—but the laws didn’t have much impact.\u003c/p>\n\u003cp>That’s beginning to change, according to dyslexia expert Nancy Mather, as states update existing laws to include language for dyslexia specifically, instead of using more general terms like ‘learning disability,’ ‘reading deficit,’ etc.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-54919\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/11/Youman-Dyslexia-Laws.png\" alt=\"\" width=\"1163\" height=\"880\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/11/Youman-Dyslexia-Laws.png 1163w, https://ww2.kqed.org/app/uploads/sites/23/2019/11/Youman-Dyslexia-Laws-160x121.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/11/Youman-Dyslexia-Laws-800x605.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/11/Youman-Dyslexia-Laws-768x581.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/11/Youman-Dyslexia-Laws-1020x772.png 1020w\" sizes=\"(max-width: 1163px) 100vw, 1163px\">\u003c/p>\n\u003cp>\u003ca href=\"https://www.hsutx.edu/academics/schools-colleges/college-human-sciences-educational-studies/autism-dyslexia-center/\">Texas\u003c/a> and \u003ca href=\"http://dese.ade.arkansas.gov/divisions/learning-services/curriculum-and-instruction/dyslexia\">Arkansas\u003c/a> in particular have comprehensive laws, and recently California made headlines as it beefed up its universal screening and issued a high-quality, \u003ca href=\"https://www.cde.ca.gov/sp/se/ac/documents/cadyslexiaguidelines.pdf\">comprehensive guidance guidebook on dyslexia\u003c/a> (Tennessee and a handful of other states have also issued dyslexia guidance).\u003c/p>\n\u003cp>A comprehensive list of dyslexia laws from state to state can be \u003ca href=\"https://www.dyslegia.com/state-dyslexia-laws/\">found here\u003c/a>.\u003c/p>\n\u003cp>But parents of dyslexic students say that having the laws on the books is just the first step to getting help, according to Mather. Getting schools and districts to pay attention is more important. “Hopefully this increased spotlight on dyslexia will result in many more students getting the kind of help and support that they need to become avid, fluent readers,” she says.\u003c/p>\n\u003ch2>ADVOCATES FOR NECESSARY SUPPORT: THE CRUCIAL ROLE OF PARENTS AND CAREGIVERS\u003c/h2>\n\u003cp>After several years of advocating for her dyslexic daughter in school settings, Nashville, Tennessee, parent Anna Thorsen began to realize \u003cstrong>how crucial parents and caregivers were to helping students get the interventions they need.\u003c/strong>\u003c/p>\n\u003cp>A former lawyer, Thorsen now spends her days advocating for dyslexic students through the Dyslexia Advisory Council for the state of Tennessee and is a member of Decoding Dyslexia Tennessee. The parent role is complex, Thorsen says, and collaborating with the school requires both strength and understanding, knowing when to push and when to hold back.\u003c/p>\n\u003cp>As a parent advocate, you have to be fierce and tireless. Many parents of children with special needs say they feel so much stress because they are their child’s caregiver, IEP case manager, tutor, advocate and lawyer, all wrapped into one. With all of the other demands of work and family life, these roles can be overwhelming and many parents don’t have the luxury of time at the end of a busy work week to dedicate themselves to being the all-around expert on their child’s education. After years of playing all these roles, parents get worn out and really must struggle to work to build collaborative relationships with schools.\u003c/p>\n\u003cp>Thorson offers the following advice and tips for parents and caregivers of dyslexic children who may be facing the same issues.\u003c/p>\n\u003ch2>5 TIPS TO BUILD A COLLABORATIVE RELATIONSHIP WITH YOUR CHILD’S SCHOOL\u003c/h2>\n\u003cp>By Anna Thorsen\u003c/p>\n\u003cp>Building a collaborative relationship takes a lot of work, and it is not easy. I certainly do not always do a good job at it myself, especially when I am tired, angry and stressed out. But what I always tell parents is that you are stuck working with your school, your teachers and your school administration for a year or many years. You do not need them to write you off as a crazy parent. Here are my tips to build a strong relationship.\u003c/p>\n\u003cp>\u003cstrong>1. When it comes to your dyslexic child, don’t be one-dimensional \u003c/strong>\u003c/p>\n\u003cp>It’s crucial to keep communication flowing with your child’s school, so don’t strain communications by only talking about your child’s problems or harass teachers about something that went wrong in class. If you are “that” parent, teachers and administrators will begin to avoid you. Instead, I advise parents to say hello to your child’s teacher when you see them, tell a funny story or ask how they are doing. If possible, try not to make every encounter about your child’s reading problems; it goes a long way in building a trusting relationship with your child’s teacher.\u003c/p>\n\u003cp>\u003cstrong>2. Make yourself invaluable \u003c/strong>\u003c/p>\n\u003cp>If possible, become a part of the school in some way, by donating your time. Volunteer, mentor, or do something to show teachers and administration that you want to be part of the school. If it’s not possible to spend more time at school, then ask teachers or administration how you can help. Forming relationships with your school will build trust and only help your student.\u003c/p>\n\u003cp>\u003cstrong>3. Don’t be a bull in a china shop \u003c/strong>\u003c/p>\n\u003cp>Instead of demanding action, connect with teachers and administrators on an emotional level. After all, they are humans, too, and many have kids of their own. Describe what’s really happening in your family and don’t be afraid to share your emotions–there’s nothing wrong with saying “I am scared for my child,” or “I have been losing sleep worrying.”\u003c/p>\n\u003cp>\u003cstrong>4. Bring conversations back to your child \u003c/strong>\u003c/p>\n\u003cp>In meetings, remind people that you are talking about a real, live child, and not a data point. Bring a picture or video of your child. Ask for your child to come by the meeting to tell the school group things are going well and things that are hard. Tell the school about your child’s dreams and abilities outside of school. Once the team connects with you and your child, you will be more successful. We, as humans, help people we know and have a harder time denying someone what we have a connection to.\u003c/p>\n\u003cp>\u003cstrong>5. When all else fails, don’t be afraid to be a bull in a china shop \u003c/strong>\u003c/p>\n\u003cp>If nothing is working, then you have to be willing to take it to the next level until you get what your child needs. I always advise parents to use force as an absolute last resort, and try to assume that schools will do the right thing.\u003c/p>\n\u003cp>Thorsen, along with Eileen Miller, founding member of Decoding Dyslexia, TN, and of Ignite Dyslexia, offer the following hard-won wisdom regarding Individualized Education Program (IEP) meetings:\u003c/p>\n\u003ch2>12 Tips to Remember in an IEP Meeting\u003c/h2>\n\u003cp>1. Never sign the IEP document in the meeting. You may sign that you were present at the meeting, but don’t sign off on the IEP itself. Go home and read it. Make sure it is what you want before you sign.\u003c/p>\n\u003cp>2. Never go to an IEP meeting alone. Bring an advocate, a spouse or a friend.\u003c/p>\n\u003cp>3. If possible, record the meeting. It’s difficult to understand everyone at once.\u003c/p>\n\u003cp>4. Ask that people in the room at the IEP meeting introduce themselves and what their role is. Write down everyone’s name and position. You may need to follow up with them.\u003c/p>\n\u003cp>5. Take your time and have the IEP team meeting go at your pace. Don’t feel rushed.\u003c/p>\n\u003cp>6. Ask for clarification of acronyms and educational terms.\u003c/p>\n\u003cp>7. Get everything in writing. If it is not in writing — it never happened.\u003c/p>\n\u003cp>8. Be prepared and know what you want. Do your homework on your child’s disability, be familiar with the law and know your rights.\u003c/p>\n\u003cp>9. It helps to have a binder to keep all the information on your child.\u003c/p>\n\u003cp>10. Ask the team to go over documents with you.\u003c/p>\n\u003cp>11. Consider bringing your child to a portion of the meeting. It helps the team to hear from them.\u003c/p>\n\u003cp>12. Never give up. You are the parent and you know your child better than anyone.\u003c/p>\n\u003cp>More Parent Resources Can be Found Here:\u003c/p>\n\u003cp>• How You Can Help Your Child with Dyslexia, \u003ca href=\"https://www.understood.org/en/learning-thinking-differences/child-learning-disabilities/dyslexia/what-is-dyslexia?gclid=EAIaIQobChMIjfj6iZqE1gIV3UwNCh3iYA4FEAAYAiAAEgJXefD_BwE\">Understood.org\u003c/a>\u003cbr>\n• Support and Resources for Parents, \u003ca href=\"https://ldaamerica.org/parents/\">Learning Disabilities Association of America\u003c/a>\u003cbr>\n• 10 Things Parents Need to Know to Help a Struggling Reader, \u003ca href=\"http://dyslexia.yale.edu/resources/parents/what-parents-can-do/ten-things-to-help-your-struggling-reader/\">Yale Center for Dyslexia & Creativity\u003c/a>\u003cbr>\n• Dyslexia: Three Strategies for Parents, \u003ca href=\"https://www.npr.org/sections/ed/2016/11/29/503766818/raising-a-child-with-dyslexia-3-things-parents-can-do\">NPR\u003c/a>\u003cbr>\n• Six Ways Parents Can Help, \u003ca href=\"https://www.nessy.com/us/parents/dyslexia-information/6-ways-parents-can-help-dyslexia/\">Nessy.com\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This is chapter four of the \u003ca href=\"https://www.kqed.org/mindshift/54743/the-mindshift-guide-to-understanding-dyslexia\">MindShift Guide to Understanding Dyslexia\u003c/a>. You can find the remaining chapters and a complete \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">printable\u003c/a> \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">PDF\u003c/a> of the entire guide by clicking \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">here\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This is chapter four of the \u003ca href=\"https://www.kqed.org/mindshift/54743/the-mindshift-guide-to-understanding-dyslexia\">MindShift Guide to Understanding Dyslexia\u003c/a>. You can find the remaining chapters and a complete \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">printable\u003c/a> \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">PDF\u003c/a> of the entire guide by clicking \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>Experts know that the only effective help for students with dyslexia is targeted, specific intervention that addresses each student’s issues. How students receive that intervention largely depends on where they live.\u003c/p>\n\u003cp>Federal law guarantees those with dyslexia a free and appropriate education under the \u003ca href=\"https://sites.ed.gov/idea/\">Individuals with Disabilities Education Act\u003c/a> (IDEA). However, the patchwork condition of state laws means there’s a lack of uniformity in defining dyslexia and how students are to be accommodated. As recently as a few years ago, some states had put ‘Say Dyslexia’ or ‘Dyslexia Awareness Week’ laws into effect in order to create consistency around dyslexia accountability in schools—but the laws didn’t have much impact.\u003c/p>\n\u003cp>That’s beginning to change, according to dyslexia expert Nancy Mather, as states update existing laws to include language for dyslexia specifically, instead of using more general terms like ‘learning disability,’ ‘reading deficit,’ etc.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-54919\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/11/Youman-Dyslexia-Laws.png\" alt=\"\" width=\"1163\" height=\"880\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/11/Youman-Dyslexia-Laws.png 1163w, https://ww2.kqed.org/app/uploads/sites/23/2019/11/Youman-Dyslexia-Laws-160x121.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/11/Youman-Dyslexia-Laws-800x605.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/11/Youman-Dyslexia-Laws-768x581.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/11/Youman-Dyslexia-Laws-1020x772.png 1020w\" sizes=\"(max-width: 1163px) 100vw, 1163px\">\u003c/p>\n\u003cp>\u003ca href=\"https://www.hsutx.edu/academics/schools-colleges/college-human-sciences-educational-studies/autism-dyslexia-center/\">Texas\u003c/a> and \u003ca href=\"http://dese.ade.arkansas.gov/divisions/learning-services/curriculum-and-instruction/dyslexia\">Arkansas\u003c/a> in particular have comprehensive laws, and recently California made headlines as it beefed up its universal screening and issued a high-quality, \u003ca href=\"https://www.cde.ca.gov/sp/se/ac/documents/cadyslexiaguidelines.pdf\">comprehensive guidance guidebook on dyslexia\u003c/a> (Tennessee and a handful of other states have also issued dyslexia guidance).\u003c/p>\n\u003cp>A comprehensive list of dyslexia laws from state to state can be \u003ca href=\"https://www.dyslegia.com/state-dyslexia-laws/\">found here\u003c/a>.\u003c/p>\n\u003cp>But parents of dyslexic students say that having the laws on the books is just the first step to getting help, according to Mather. Getting schools and districts to pay attention is more important. “Hopefully this increased spotlight on dyslexia will result in many more students getting the kind of help and support that they need to become avid, fluent readers,” she says.\u003c/p>\n\u003ch2>ADVOCATES FOR NECESSARY SUPPORT: THE CRUCIAL ROLE OF PARENTS AND CAREGIVERS\u003c/h2>\n\u003cp>After several years of advocating for her dyslexic daughter in school settings, Nashville, Tennessee, parent Anna Thorsen began to realize \u003cstrong>how crucial parents and caregivers were to helping students get the interventions they need.\u003c/strong>\u003c/p>\n\u003cp>A former lawyer, Thorsen now spends her days advocating for dyslexic students through the Dyslexia Advisory Council for the state of Tennessee and is a member of Decoding Dyslexia Tennessee. The parent role is complex, Thorsen says, and collaborating with the school requires both strength and understanding, knowing when to push and when to hold back.\u003c/p>\n\u003cp>As a parent advocate, you have to be fierce and tireless. Many parents of children with special needs say they feel so much stress because they are their child’s caregiver, IEP case manager, tutor, advocate and lawyer, all wrapped into one. With all of the other demands of work and family life, these roles can be overwhelming and many parents don’t have the luxury of time at the end of a busy work week to dedicate themselves to being the all-around expert on their child’s education. After years of playing all these roles, parents get worn out and really must struggle to work to build collaborative relationships with schools.\u003c/p>\n\u003cp>Thorson offers the following advice and tips for parents and caregivers of dyslexic children who may be facing the same issues.\u003c/p>\n\u003ch2>5 TIPS TO BUILD A COLLABORATIVE RELATIONSHIP WITH YOUR CHILD’S SCHOOL\u003c/h2>\n\u003cp>By Anna Thorsen\u003c/p>\n\u003cp>Building a collaborative relationship takes a lot of work, and it is not easy. I certainly do not always do a good job at it myself, especially when I am tired, angry and stressed out. But what I always tell parents is that you are stuck working with your school, your teachers and your school administration for a year or many years. You do not need them to write you off as a crazy parent. Here are my tips to build a strong relationship.\u003c/p>\n\u003cp>\u003cstrong>1. When it comes to your dyslexic child, don’t be one-dimensional \u003c/strong>\u003c/p>\n\u003cp>It’s crucial to keep communication flowing with your child’s school, so don’t strain communications by only talking about your child’s problems or harass teachers about something that went wrong in class. If you are “that” parent, teachers and administrators will begin to avoid you. Instead, I advise parents to say hello to your child’s teacher when you see them, tell a funny story or ask how they are doing. If possible, try not to make every encounter about your child’s reading problems; it goes a long way in building a trusting relationship with your child’s teacher.\u003c/p>\n\u003cp>\u003cstrong>2. Make yourself invaluable \u003c/strong>\u003c/p>\n\u003cp>If possible, become a part of the school in some way, by donating your time. Volunteer, mentor, or do something to show teachers and administration that you want to be part of the school. If it’s not possible to spend more time at school, then ask teachers or administration how you can help. Forming relationships with your school will build trust and only help your student.\u003c/p>\n\u003cp>\u003cstrong>3. Don’t be a bull in a china shop \u003c/strong>\u003c/p>\n\u003cp>Instead of demanding action, connect with teachers and administrators on an emotional level. After all, they are humans, too, and many have kids of their own. Describe what’s really happening in your family and don’t be afraid to share your emotions–there’s nothing wrong with saying “I am scared for my child,” or “I have been losing sleep worrying.”\u003c/p>\n\u003cp>\u003cstrong>4. Bring conversations back to your child \u003c/strong>\u003c/p>\n\u003cp>In meetings, remind people that you are talking about a real, live child, and not a data point. Bring a picture or video of your child. Ask for your child to come by the meeting to tell the school group things are going well and things that are hard. Tell the school about your child’s dreams and abilities outside of school. Once the team connects with you and your child, you will be more successful. We, as humans, help people we know and have a harder time denying someone what we have a connection to.\u003c/p>\n\u003cp>\u003cstrong>5. When all else fails, don’t be afraid to be a bull in a china shop \u003c/strong>\u003c/p>\n\u003cp>If nothing is working, then you have to be willing to take it to the next level until you get what your child needs. I always advise parents to use force as an absolute last resort, and try to assume that schools will do the right thing.\u003c/p>\n\u003cp>Thorsen, along with Eileen Miller, founding member of Decoding Dyslexia, TN, and of Ignite Dyslexia, offer the following hard-won wisdom regarding Individualized Education Program (IEP) meetings:\u003c/p>\n\u003ch2>12 Tips to Remember in an IEP Meeting\u003c/h2>\n\u003cp>1. Never sign the IEP document in the meeting. You may sign that you were present at the meeting, but don’t sign off on the IEP itself. Go home and read it. Make sure it is what you want before you sign.\u003c/p>\n\u003cp>2. Never go to an IEP meeting alone. Bring an advocate, a spouse or a friend.\u003c/p>\n\u003cp>3. If possible, record the meeting. It’s difficult to understand everyone at once.\u003c/p>\n\u003cp>4. Ask that people in the room at the IEP meeting introduce themselves and what their role is. Write down everyone’s name and position. You may need to follow up with them.\u003c/p>\n\u003cp>5. Take your time and have the IEP team meeting go at your pace. Don’t feel rushed.\u003c/p>\n\u003cp>6. Ask for clarification of acronyms and educational terms.\u003c/p>\n\u003cp>7. Get everything in writing. If it is not in writing — it never happened.\u003c/p>\n\u003cp>8. Be prepared and know what you want. Do your homework on your child’s disability, be familiar with the law and know your rights.\u003c/p>\n\u003cp>9. It helps to have a binder to keep all the information on your child.\u003c/p>\n\u003cp>10. Ask the team to go over documents with you.\u003c/p>\n\u003cp>11. Consider bringing your child to a portion of the meeting. It helps the team to hear from them.\u003c/p>\n\u003cp>12. Never give up. You are the parent and you know your child better than anyone.\u003c/p>\n\u003cp>More Parent Resources Can be Found Here:\u003c/p>\n\u003cp>• How You Can Help Your Child with Dyslexia, \u003ca href=\"https://www.understood.org/en/learning-thinking-differences/child-learning-disabilities/dyslexia/what-is-dyslexia?gclid=EAIaIQobChMIjfj6iZqE1gIV3UwNCh3iYA4FEAAYAiAAEgJXefD_BwE\">Understood.org\u003c/a>\u003cbr>\n• Support and Resources for Parents, \u003ca href=\"https://ldaamerica.org/parents/\">Learning Disabilities Association of America\u003c/a>\u003cbr>\n• 10 Things Parents Need to Know to Help a Struggling Reader, \u003ca href=\"http://dyslexia.yale.edu/resources/parents/what-parents-can-do/ten-things-to-help-your-struggling-reader/\">Yale Center for Dyslexia & Creativity\u003c/a>\u003cbr>\n• Dyslexia: Three Strategies for Parents, \u003ca href=\"https://www.npr.org/sections/ed/2016/11/29/503766818/raising-a-child-with-dyslexia-3-things-parents-can-do\">NPR\u003c/a>\u003cbr>\n• Six Ways Parents Can Help, \u003ca href=\"https://www.nessy.com/us/parents/dyslexia-information/6-ways-parents-can-help-dyslexia/\">Nessy.com\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cem>This is chapter three of the \u003ca href=\"https://www.kqed.org/mindshift/54743/the-mindshift-guide-to-understanding-dyslexia\">MindShift Guide to Understanding Dyslexia\u003c/a>. You can find the remaining chapters and a complete \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">printable\u003c/a> \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">PDF\u003c/a> of the entire guide by clicking \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>Children who cannot read and can’t figure out why can face unbearable difficulty in classrooms. There are students who know something is wrong but can’t say what and may assume that adults might not believe them. When faced with homework, such kids will fidget, distract, cry or rage, or act out when it’s their turn to read in front of the class. Some students decide that it’s better to end up in the principal’s office than face another humiliating failure.\u003c/p>\n\u003cp>Sometimes it’s the classroom teacher who recognizes and identifies a student who is struggling. But because some misconceptions about dyslexia persist and often permeate \u003ca href=\"https://www.kqed.org/mindshift/41997/who-helps-kids-with-dyslexia-gain-reading-fluency\">teacher training programs\u003c/a>, it’s not uncommon that highly educated and hard-working teachers haven’t been given the proper training to address the struggles of dyslexic readers.\u003c/p>\n\u003ch2>MISCONCEPTIONS ABOUT DYSLEXIA: THE STUMBLING BLOCK\u003c/h2>\n\u003cp>As we’ve seen, dyslexia isn’t a disease. It’s not a visual problem nor is it related to low intelligence. Yet these are persistent misconceptions about dyslexia that often keep students who experience biologically-based reading difficulties—a different brain that requires extra attention and special intervention—from getting the help they need.\u003c/p>\n\u003cp>Reading expert Mark Seidenberg, author of Language at the Speed of Sight, says there’s a large gap between beliefs about how reading works and what research says, and that gap is what works to keep kids from getting the proper interventions in a timely manner. In that gap are two persistent reading misconceptions/myths:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Misconception #1: Kids’ reading problems are connected to vision.\u003c/strong> Dyslexia is a language-based disorder, not a visual one. Vision is involved with reading, but the first signs of trouble for many dyslexics often show up in their speech.\u003c/p>\n\u003cp>As discussed before, though it seems counterintuitive, reading problems are most often connected to\u003cstrong> matching letters to sounds\u003c/strong>, not “flipping” letters backwards or other vision issues.\u003c/p>\n\u003cp>\u003cstrong>Misconception #2: Reading is more like a sophisticated guessing game,\u003c/strong> in which students use what they already know about the topic and about language in general to guess at printed words instead of sounding them out. “This theory was sold for decades,” Seidenberg says, “that the best readers are those who spend the least amount of effort on the actual text. That you only have to sample the text and use the things you know to guess most the words. By this theory, good reading is more like skimming.” Research shows otherwise, however: to achieve fluency and understanding, good readers sound out each word individually and then put the words together to form coherent sentences.\u003c/p>\n\u003cp>Correcting these misconceptions about reading can go a long way for teachers in spotting possible struggling readers early.\u003c/p>\n\u003ch2>NEXT STEPS\u003c/h2>\n\u003cp>Universal screening for every child does help flag children who may be at risk for developing dyslexia, says Seidenberg. But what happens next is much more important—getting the child the help they need.\u003c/p>\n\u003cp>After a child has been identified as having a phonological or comprehension challenge, classroom teachers have an opportunity to get the student the help they need—but only if the teacher knows what to do. According to Seidenberg, one of the most important next steps for educators is to \u003cstrong>step outside the classroom to get the at-risk student the intense intervention needed from a trained reading specialist\u003c/strong>— realizing that educators can’t handle serious reading issues alone. It is not realistic for a single classroom teacher to be able to address the needs of an entire class as well as the specialized needs of children who need lots of individualized attention.\u003c/p>\n\u003cp>The end of this section includes a brief overview of a research backed intervention that educators should know about, one that can teach nearly all dyslexics to read.\u003c/p>\n\u003cp>But one other step teachers can take in the classroom is to learn more about the techniques used to \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2659758/\">minimize reading differences early\u003c/a>. For teachers who have diagnosed dyslexics in class, there are strategies to help students get the most out of class time, even when reading and writing is a struggle. Strategies include\u003c/p>\n\u003cp>• allowing more time for assignments and tests\u003cbr>\n• supporting vocabulary development\u003cbr>\n• avoiding contests or prizes for amount of material read instead of time spent reading\u003c/p>\n\u003cp>But these ideas are only the tip of the iceberg, as the needs of dyslexic students change throughout school years. Check out these expert resources for a more robust understanding of teaching strategies for dyslexic students:\u003c/p>\n\u003cp>• A Dyslexic Child in the Classroom, \u003ca href=\"https://www.dyslexia.com/about-dyslexia/understanding-dyslexia/guide-for-classroom-teachers/\">Davis Dyslexia Association International\u003c/a>\u003c/p>\n\u003cp>• Knowledge and Practice Standards for Teachers of Reading, \u003ca href=\"https://dyslexiaida.org/\">International Dyslexia Association\u003c/a>\u003c/p>\n\u003cp>• Dyslexia Strategies for Teachers, \u003ca href=\"http://dyslexiahelp.umich.edu/professionals/dyslexia-school/strategies-for-teachers\">University of Michigan Dyslexia Center\u003c/a>\u003c/p>\n\u003cp>• Information on Dyslexia for Teachers, \u003ca href=\"http://dyslexia.yale.edu/resources/educators/\">Yale Center of Dyslexia and Creativity\u003c/a>\u003c/p>\n\u003cp>• Eight Things Every Teacher Should Know about Dyslexia, \u003ca href=\"https://www.weareteachers.com/8-things-every-teacher-should-know-about-dyslexia/\">We Are Teachers\u003c/a>\u003c/p>\n\u003cp>• Understanding Dyslexia Online Course for Educators, \u003ca href=\"https://mindplay.com/teacher-programs/understanding-dyslexia/\">MindPlay\u003c/a>\u003c/p>\n\u003cp>• \u003ca href=\"https://www.understood.org/en\">Understood.org\u003c/a>\u003c/p>\n\u003ch2>A RESEARCH-BACKED INTERVENTION THAT TEACHES DYSLEXICS TO READ\u003c/h2>\n\u003cp>Fortunately, scientific research supports a specific kind of reading intervention that can teach nearly all dyslexics to read: \u003cstrong>structured literacy\u003c/strong>. Although it often appears under different brand names, like Orton-Gillingham, Wilson, SPIRE or others, structured literacy is a blanket term for the evidence-based, multisensory and explicit reading instruction that is based on six specific language areas determined by the International Dyslexia Association.\u003c/p>\n\u003cp>The method is often more repetitive and intensified for students with dyslexia, but the tenets of structured literacy—which have a strong basis in phonics and word structure—benefit all readers. In structured literacy, students\u003c/p>\n\u003cp>• Begin with phonics, learning the most basic units of sound and how those sounds make up words\u003cbr>\n• Learn word structure and how word structure guides spelling and pronunciation\u003cbr>\n• Then learn word syntax (the arrangement of words and phrases to create well-formed sentences in a language) and comprehension\u003cbr>\n• And most importantly, students review key concepts many times while also adding new material\u003c/p>\n\u003cp>According to the International Dyslexia Association, the core of structured literacy instruction, which accounts for its success, is that it is\u003c/p>\n\u003cp>1. Explicit and focused on direct instruction\u003cbr>\n2. Systematic and cumulative, following a logical sequence that builds on previous concepts, and\u003cbr>\n3. Diagnostic and individualized, based on a student’s particular needs\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This is chapter three of the \u003ca href=\"https://www.kqed.org/mindshift/54743/the-mindshift-guide-to-understanding-dyslexia\">MindShift Guide to Understanding Dyslexia\u003c/a>. You can find the remaining chapters and a complete \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">printable\u003c/a> \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">PDF\u003c/a> of the entire guide by clicking \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">here\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This is chapter three of the \u003ca href=\"https://www.kqed.org/mindshift/54743/the-mindshift-guide-to-understanding-dyslexia\">MindShift Guide to Understanding Dyslexia\u003c/a>. You can find the remaining chapters and a complete \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">printable\u003c/a> \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">PDF\u003c/a> of the entire guide by clicking \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>Children who cannot read and can’t figure out why can face unbearable difficulty in classrooms. There are students who know something is wrong but can’t say what and may assume that adults might not believe them. When faced with homework, such kids will fidget, distract, cry or rage, or act out when it’s their turn to read in front of the class. Some students decide that it’s better to end up in the principal’s office than face another humiliating failure.\u003c/p>\n\u003cp>Sometimes it’s the classroom teacher who recognizes and identifies a student who is struggling. But because some misconceptions about dyslexia persist and often permeate \u003ca href=\"https://www.kqed.org/mindshift/41997/who-helps-kids-with-dyslexia-gain-reading-fluency\">teacher training programs\u003c/a>, it’s not uncommon that highly educated and hard-working teachers haven’t been given the proper training to address the struggles of dyslexic readers.\u003c/p>\n\u003ch2>MISCONCEPTIONS ABOUT DYSLEXIA: THE STUMBLING BLOCK\u003c/h2>\n\u003cp>As we’ve seen, dyslexia isn’t a disease. It’s not a visual problem nor is it related to low intelligence. Yet these are persistent misconceptions about dyslexia that often keep students who experience biologically-based reading difficulties—a different brain that requires extra attention and special intervention—from getting the help they need.\u003c/p>\n\u003cp>Reading expert Mark Seidenberg, author of Language at the Speed of Sight, says there’s a large gap between beliefs about how reading works and what research says, and that gap is what works to keep kids from getting the proper interventions in a timely manner. In that gap are two persistent reading misconceptions/myths:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Misconception #1: Kids’ reading problems are connected to vision.\u003c/strong> Dyslexia is a language-based disorder, not a visual one. Vision is involved with reading, but the first signs of trouble for many dyslexics often show up in their speech.\u003c/p>\n\u003cp>As discussed before, though it seems counterintuitive, reading problems are most often connected to\u003cstrong> matching letters to sounds\u003c/strong>, not “flipping” letters backwards or other vision issues.\u003c/p>\n\u003cp>\u003cstrong>Misconception #2: Reading is more like a sophisticated guessing game,\u003c/strong> in which students use what they already know about the topic and about language in general to guess at printed words instead of sounding them out. “This theory was sold for decades,” Seidenberg says, “that the best readers are those who spend the least amount of effort on the actual text. That you only have to sample the text and use the things you know to guess most the words. By this theory, good reading is more like skimming.” Research shows otherwise, however: to achieve fluency and understanding, good readers sound out each word individually and then put the words together to form coherent sentences.\u003c/p>\n\u003cp>Correcting these misconceptions about reading can go a long way for teachers in spotting possible struggling readers early.\u003c/p>\n\u003ch2>NEXT STEPS\u003c/h2>\n\u003cp>Universal screening for every child does help flag children who may be at risk for developing dyslexia, says Seidenberg. But what happens next is much more important—getting the child the help they need.\u003c/p>\n\u003cp>After a child has been identified as having a phonological or comprehension challenge, classroom teachers have an opportunity to get the student the help they need—but only if the teacher knows what to do. According to Seidenberg, one of the most important next steps for educators is to \u003cstrong>step outside the classroom to get the at-risk student the intense intervention needed from a trained reading specialist\u003c/strong>— realizing that educators can’t handle serious reading issues alone. It is not realistic for a single classroom teacher to be able to address the needs of an entire class as well as the specialized needs of children who need lots of individualized attention.\u003c/p>\n\u003cp>The end of this section includes a brief overview of a research backed intervention that educators should know about, one that can teach nearly all dyslexics to read.\u003c/p>\n\u003cp>But one other step teachers can take in the classroom is to learn more about the techniques used to \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2659758/\">minimize reading differences early\u003c/a>. For teachers who have diagnosed dyslexics in class, there are strategies to help students get the most out of class time, even when reading and writing is a struggle. Strategies include\u003c/p>\n\u003cp>• allowing more time for assignments and tests\u003cbr>\n• supporting vocabulary development\u003cbr>\n• avoiding contests or prizes for amount of material read instead of time spent reading\u003c/p>\n\u003cp>But these ideas are only the tip of the iceberg, as the needs of dyslexic students change throughout school years. Check out these expert resources for a more robust understanding of teaching strategies for dyslexic students:\u003c/p>\n\u003cp>• A Dyslexic Child in the Classroom, \u003ca href=\"https://www.dyslexia.com/about-dyslexia/understanding-dyslexia/guide-for-classroom-teachers/\">Davis Dyslexia Association International\u003c/a>\u003c/p>\n\u003cp>• Knowledge and Practice Standards for Teachers of Reading, \u003ca href=\"https://dyslexiaida.org/\">International Dyslexia Association\u003c/a>\u003c/p>\n\u003cp>• Dyslexia Strategies for Teachers, \u003ca href=\"http://dyslexiahelp.umich.edu/professionals/dyslexia-school/strategies-for-teachers\">University of Michigan Dyslexia Center\u003c/a>\u003c/p>\n\u003cp>• Information on Dyslexia for Teachers, \u003ca href=\"http://dyslexia.yale.edu/resources/educators/\">Yale Center of Dyslexia and Creativity\u003c/a>\u003c/p>\n\u003cp>• Eight Things Every Teacher Should Know about Dyslexia, \u003ca href=\"https://www.weareteachers.com/8-things-every-teacher-should-know-about-dyslexia/\">We Are Teachers\u003c/a>\u003c/p>\n\u003cp>• Understanding Dyslexia Online Course for Educators, \u003ca href=\"https://mindplay.com/teacher-programs/understanding-dyslexia/\">MindPlay\u003c/a>\u003c/p>\n\u003cp>• \u003ca href=\"https://www.understood.org/en\">Understood.org\u003c/a>\u003c/p>\n\u003ch2>A RESEARCH-BACKED INTERVENTION THAT TEACHES DYSLEXICS TO READ\u003c/h2>\n\u003cp>Fortunately, scientific research supports a specific kind of reading intervention that can teach nearly all dyslexics to read: \u003cstrong>structured literacy\u003c/strong>. Although it often appears under different brand names, like Orton-Gillingham, Wilson, SPIRE or others, structured literacy is a blanket term for the evidence-based, multisensory and explicit reading instruction that is based on six specific language areas determined by the International Dyslexia Association.\u003c/p>\n\u003cp>The method is often more repetitive and intensified for students with dyslexia, but the tenets of structured literacy—which have a strong basis in phonics and word structure—benefit all readers. In structured literacy, students\u003c/p>\n\u003cp>• Begin with phonics, learning the most basic units of sound and how those sounds make up words\u003cbr>\n• Learn word structure and how word structure guides spelling and pronunciation\u003cbr>\n• Then learn word syntax (the arrangement of words and phrases to create well-formed sentences in a language) and comprehension\u003cbr>\n• And most importantly, students review key concepts many times while also adding new material\u003c/p>\n\u003cp>According to the International Dyslexia Association, the core of structured literacy instruction, which accounts for its success, is that it is\u003c/p>\n\u003cp>1. Explicit and focused on direct instruction\u003cbr>\n2. Systematic and cumulative, following a logical sequence that builds on previous concepts, and\u003cbr>\n3. Diagnostic and individualized, based on a student’s particular needs\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cem>This is chapter two of the \u003ca href=\"https://www.kqed.org/mindshift/54743/the-mindshift-guide-to-understanding-dyslexia\">MindShift Guide to Understanding Dyslexia\u003c/a>. You can find the remaining chapters and a complete \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">printable\u003c/a> \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">PDF\u003c/a> of the entire guide by clicking \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">here\u003c/a>.\u003c/em>\u003c/p>\n\u003ch2>THE CHALLENGE OF DETECTION\u003c/h2>\n\u003cp>One of the most challenging aspects of properly addressing the different brains of dyslexic children is recognizing them in the first place.\u003c/p>\n\u003cp>Dyslexia occurs on a continuum and there is no “\u003ca href=\"http://www.interventionsforliteracy.org.uk/home/schools/use-of-the-term-dyslexia/\">sharp dividing line\u003c/a>” between having dyslexia and not having it. In the early years of elementary school, all children are learning to read, and all are developing their reading skills at different rates. “The behaviors of 4-to-6 year-olds who are at risk for dyslexia are not very different from those of children who are not,” writes professor Mark Seidenberg, cognitive scientist at the University of Wisconsin, in Language at the Speed of Sight. “Typically developing children learn to read at different rates for constitutional and environmental reasons.”\u003c/p>\n\u003cp>Further, because dyslexia’s symptoms and manifestations can change over time, families, teachers, and schools understandably struggle to identify dyslexia in children.\u003c/p>\n\u003cp>But the way dyslexia presents itself in young readers is far from the only hurdle: sometimes elementary teachers haven’t been given the proper tools to recognize the early warning signs, and many who recognize the symptoms of reading trouble ahead don’t know how to address those issues.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For example, when Dr. Martha Youman \u003ca href=\"https://www.kqed.org/mindshift/41997/who-helps-kids-with-dyslexia-gain-reading-fluency\">first began\u003c/a> her career as a second grade teacher, she knew that some of her students simply couldn’t read but she didn’t know what to do about it: “I kept them busy. Truly, there were interventions they needed, I just didn’t know how to help them,” says Youman, who now treats kids with dyslexia. “I had a master’s in teaching, and didn’t know how to deal with these students.”\u003c/p>\n\u003cp>Often the diagnosis of dyslexia comes after months or years of exhausting frustration and failure for students, parents, and teachers. It’s \u003ca href=\"http://www.ldonline.org/article/19296/\">common\u003c/a> for dyslexic children to avoid reading and become angry or upset in class or when it’s time to do homework or read aloud in front of others. Sometimes these students are seen as smart but lacking motivation or not working hard enough. To make things more complicated, dyslexic children often have \u003ca href=\"https://dyslexiaida.org/attention-deficithyperactivity-disorder-adhd-and-dyslexia/\">another developmental disorder like ADHD\u003c/a> alongside their reading challenges.\u003c/p>\n\u003cp>The key to preventing reading failure is early detection.\u003c/p>\n\u003ch2>WHAT DOES DYSLEXIA LOOK LIKE?\u003c/h2>\n\u003cp>Though dyslexia can take on many forms, two common areas where differences can be clearly seen and heard are \u003cstrong>slow reading\u003c/strong> and \u003cstrong>difficulty with handwriting and spelling\u003c/strong>.\u003c/p>\n\u003cp>Also, in some cases, certain speech patterns can be an early indicator of dyslexia, like mispronouncing familiar words or using “baby talk.”\u003c/p>\n\u003cp>In the following video, a fourth grader with dyslexia reads from Rosie Revere, Engineer, and then writes what she’s looking forward to when she gets to fifth grade (see picture below). At the time when this video was taken, she had already had 1.5 years of targeted \u003ca href=\"https://www.wilsonlanguage.com/dyslexia/\">Wilson dyslexia tutoring\u003c/a>, and her reading had improved significantly.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=WMa2GSE3Afs&feature=youtu.be\u003c/p>\n\u003ch2>WHAT’S IT LIKE TO READ WITH DYSLEXIA?\u003c/h2>\n\u003cp>For kids who are entering school, according to the Yale Center for Dyslexia and Creativity,\u003ca href=\"http://dyslexia.yale.edu/dyslexia/signs-of-dyslexia/\"> signs of dyslexia\u003c/a> in kindergarten and elementary school children include:\u003c/p>\n\u003cp>• Difficulty sounding out simple words like cap, map, nap\u003cbr>\n• Difficulty associating letters with sounds, and can’t break words apart\u003cbr>\n• Talks about how hard reading is and/or resists reading\u003cbr>\n• Family history of reading difficulties\u003cbr>\n• Difficulty speaking In second grade and up, signs of dyslexia might include:\u003cbr>\n• Avoids reading out loud\u003cbr>\n• Exhibits slow and awkward reading, and difficulty in acquiring new reading skills\u003cbr>\n• Makes wild guesses when sounding out a word\u003cbr>\n• Has no strategy for sounding out unfamiliar words\u003cbr>\n• Relies on vague language when searching for a word, like “things” or “stuff”\u003cbr>\n• Mispronounces long or unfamiliar words\u003cbr>\n• Uses lots of pauses, hesitation, and “umm’s” when speaking\u003cbr>\n• Seems to need extra time to answer questions\u003cbr>\n• Has extreme difficulty learning a foreign language\u003cbr>\n• Has messy handwriting\u003c/p>\n\u003cp>For more signs of dyslexia in younger children and adults, including particular dyslexic strengths, visit the Yale Center’s \u003ca href=\"http://dyslexia.yale.edu/dyslexia/signs-of-dyslexia/\">Signs of Dyslexia\u003c/a> page.\u003c/p>\n\u003ch2>DYSLEXIA IN ENGLISH LEARNERS: EXTRA HURDLES\u003c/h2>\n\u003cp>According to Pew Research Center, there are about \u003ca href=\"https://www.pewresearch.org/fact-tank/2018/10/25/6-facts-about-english-language-learners-in-u-s-public-schools/\">5 million English Language learners\u003c/a> in American public schools, or nearly 10 percent of the school population. While the vast majority (77 percent) of American English learners’ first language is Spanish, the top five are rounded out by Arabic, Chinese, Vietnamese and Somali. Among states, California has the highest number of English learners, with more than 20 percent of school children speaking a different language at home.\u003c/p>\n\u003cp>For schools, teachers and parents, diagnosing dyslexia in English learners can present an extra set of hurdles.\u003c/p>\n\u003cp>Dr. Kelli Sandman-Hurley, co-founder of the Dyslexia Training Institute in San Diego, California, says dyslexics learning English can sometimes be overlooked for two reasons: first, there’s not a lot of research on the topic and often educators don’t know what to look for, and second, reading difficulties can often be attributed to learning a new language.\u003c/p>\n\u003ch2>ENGLISH LEARNERS AND RECOGNIZING DYSLEXIA: INSIGHTS AND SUGGESTIONS FROM TWO EXPERTS\u003c/h2>\n\u003cp>According to Sandman-Hurley, students who have trouble with phonemic awareness in their first language will also find learning letters and sounds in English difficult. But if it’s not possible to screen kids’ phonemic awareness in their first language, educators can look for other clues that children are struggling.\u003c/p>\n\u003cp>Sandman-Hurley says it’s often important to check and see if English learners are having trouble in other subjects—that is, if a child learns math quickly and relatively easily, then a reading disability might be at play.\u003c/p>\n\u003cp>Sandman-Hurley makes two recommendations to educators trying to spot reading difficulties in English learners:\u003c/p>\n\u003col>\n\u003cli>If possible, provide screening in the child’s native language\u003c/li>\n\u003cli>Dig into what’s going on at home—since dyslexia tends to run in families, find out if other family members also had difficulties with reading, or if children had displayed some of the early warning signs, like an inability to rhyme words or learn the alphabet.\u003c/li>\n\u003c/ol>\n\u003cp>Speech-language pathologist Dr. Elsa Cardenas-Hagan has spent 25 years working with biliterate and bilingual students at the Valley Speech Language and Learning Center in Brownsville, Texas, and says that educators should look to see if the English learner has trouble learning the English alphabet or has trouble with writing. Even if they’re still learning English as a new language, those should be considered warning signs.\u003c/p>\n\u003cp>“We want to give English learners plenty of listening, speaking, reading and writing opportunities. To do any writing you have to be aware of sounds, so if a child is having trouble being able to sound out a word and write it, that should be a red flag.”\u003c/p>\n\u003cp>Cardenas-Hagan also agrees that looking into family history can help teachers who don’t speak the child’s first language. Because dyslexia tends to run in families, asking if anyone else in the family had troubles with reading and writing when they were growing up might provide indicators.\u003c/p>\n\u003cp>She says it’s also helpful to ask about when the child developed language. “Did the child speak on time? Did they start using words on time, did they produce the words with clarity and precision? We watch those kids very carefully, because if you have trouble hearing and speaking sounds in whatever language you learned, you’re going to have that same trouble reading and writing,” she says.\u003c/p>\n\u003ch2>DETECTION/ASSESSMENT TOOLS\u003c/h2>\n\u003cp>\u003cstrong>Universal Screening.\u003c/strong> Requirements vary wildly between states and even between districts. Beginning in kindergarten many schools use universal screeners like the RAN/RAS (Rapid Automatized Naming) test and the PAR (Predictive Assessment of Reading/Rapid Alternating Stimulus) to assess children’s knowledge of phonemes, letter recognition, and vocabulary.\u003c/p>\n\u003cp>However, not all screeners are created equal and often do not provide a complete picture of a child’s talents and deficiencies, according to Drs. Brock and Fernette Eide at \u003ca href=\"https://www.dyslexicadvantage.org/best-early-dyslexia-screeners-for-schools-elementary/\">Dyslexic Advantage\u003c/a>. For a more complete picture, students whoaren’t reading at grade level most often need a full evaluation by a school psychologist in order for parents and the school to implement the proper intervention.\u003c/p>\n\u003cp>Find out\u003ca href=\"https://www.dyslexicadvantage.org/50-states-approved-assessment-tools/\"> each state’s approved reading assessment tools\u003c/a>, courtesy of Dyslexic Advantage.\u003c/p>\n\u003cp>To learn more about screening standards and what to look for in high-quality assessments and screeners, read Literate Nation’s white paper on how to select screening instruments.\u003c/p>\n\u003cp>\u003cstrong>RTI—Response to Intervention.\u003c/strong> Another way for teachers to recognize reading trouble is through the \u003ca href=\"http://www.rtinetwork.org/learn/what/whatisrti\">Response to Intervention\u003c/a> (RTI), a multi-tier reading program designed in the 1990s to determine whether a child has a Specific Learning Disability (SLD) like dyslexia. RTI has been mandated in 14 states and is widely used among others. The program aims to identify who is at risk for reading failure and to provide targeted instruction to those students through different tiers:\u003c/p>\n\u003cp>\u003cstrong>• Tier 1\u003c/strong> interventions involve a blend of high-quality classroom instruction, adequate screening and group interventions that typically last around 8 weeks.\u003c/p>\n\u003cp>\u003cstrong>• Tier 2\u003c/strong> Students who don’t make adequate progress in Tier 1 move to Tier 2, where intervention is more targeted and intensive, where instruction can last up to a grading period.\u003c/p>\n\u003cp>\u003cstrong>• Tier 3\u003c/strong> When students don’t progress in Tier 2 they are moved to Tier 3, where they receive one-on-one targeted and intensive instruction and often a full evaluation to determine whether they qualify for special education services.\u003c/p>\n\u003cp>Curriculum and instruction aren’t uniform but designed by schools or districts individually.\u003c/p>\n\u003cp>Due to the varying quality of programs, response to RTI has been mixed. A comprehensive \u003ca href=\"https://ies.ed.gov/ncee/pubs/20164000/\">2015 RTI evaluation\u003c/a> by the National Center of Education Evaluation found that first graders who participated in the RTI program did worse than those who didn’t receive any targeted assistance.\u003c/p>\n\u003cp>“RTI is thoughtful, logical, well-designed program. It has only one flaw: it has to be implemented in real-world environments that are often inhospitable,” Seidenberg writes in Language at the Speed of Sight that “How well the RTI program works depends on how well it’s implemented, which is left to the school districts or system to decide.”\u003c/p>\n\u003cp>\u003cstrong>Full Evaluation.\u003c/strong> Even when schools provide universal screeners and assessments to identify at-risk students, if reading doesn’t progress, students need more complete evaluations to determine the cause of the reading failure and then a way forward. In most cases, that means an \u003cstrong>Individualized Education Program (IEP)\u003c/strong> for special reading services.\u003c/p>\n\u003ch2>THE CHALLENGE OF ASSESSMENT: DYSLEXIA TERMINOLOGY\u003c/h2>\n\u003cp>Most schools offer an evaluation through the school psychologist, but these evaluations can be complicated for several reasons.\u003c/p>\n\u003cp>First, school psychologists are often overworked and backlogged, so testing and a full evaluation can often involve long wait times. This is often why families with the financial means to do so will take their child to a private psychologist to be evaluated and speed up intervention.\u003c/p>\n\u003cp>Next, complete evaluations can be complicated and difficult to understand, because different states, districts and psychologists use more than one term to describe reading difficulties. Terms like ‘Specific Learning Disability’ (SLD), ‘reading deficit,’ or ‘language learning deficit’ are often used interchangeably with other terms, like ‘dyslexia.’\u003c/p>\n\u003cp>But according to dyslexia expert Nancy Mather, professor emeritus in the Department of Disability and Psychoeducational Studies at the University of Arizona, the different labels create undue confusion for parents and students, since more than 80 percent of reading disabilities are in fact dyslexia.\u003c/p>\n\u003cp>“It creates confusion,” she says. “The parents are told their child has an ‘SLD’ but they don’t realize their child has dyslexia.”\u003c/p>\n\u003cp>But using the right terminology means that the student is much more likely to get the right kind of help, because dyslexics need a very specific kind of reading intervention and a specially trained teacher in order to read.\u003c/p>\n\u003cp>For that reason, some families have their children evaluated outside the school, like a university or private testing center, where the cost of testing can be very high. Universities sometimes offer free or low-cost testing, but families might spend six to nine months on a waitlist.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This is chapter two of the \u003ca href=\"https://www.kqed.org/mindshift/54743/the-mindshift-guide-to-understanding-dyslexia\">MindShift Guide to Understanding Dyslexia\u003c/a>. You can find the remaining chapters and a complete \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">printable\u003c/a> \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">PDF\u003c/a> of the entire guide by clicking \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">here\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This is chapter two of the \u003ca href=\"https://www.kqed.org/mindshift/54743/the-mindshift-guide-to-understanding-dyslexia\">MindShift Guide to Understanding Dyslexia\u003c/a>. You can find the remaining chapters and a complete \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">printable\u003c/a> \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">PDF\u003c/a> of the entire guide by clicking \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">here\u003c/a>.\u003c/em>\u003c/p>\n\u003ch2>THE CHALLENGE OF DETECTION\u003c/h2>\n\u003cp>One of the most challenging aspects of properly addressing the different brains of dyslexic children is recognizing them in the first place.\u003c/p>\n\u003cp>Dyslexia occurs on a continuum and there is no “\u003ca href=\"http://www.interventionsforliteracy.org.uk/home/schools/use-of-the-term-dyslexia/\">sharp dividing line\u003c/a>” between having dyslexia and not having it. In the early years of elementary school, all children are learning to read, and all are developing their reading skills at different rates. “The behaviors of 4-to-6 year-olds who are at risk for dyslexia are not very different from those of children who are not,” writes professor Mark Seidenberg, cognitive scientist at the University of Wisconsin, in Language at the Speed of Sight. “Typically developing children learn to read at different rates for constitutional and environmental reasons.”\u003c/p>\n\u003cp>Further, because dyslexia’s symptoms and manifestations can change over time, families, teachers, and schools understandably struggle to identify dyslexia in children.\u003c/p>\n\u003cp>But the way dyslexia presents itself in young readers is far from the only hurdle: sometimes elementary teachers haven’t been given the proper tools to recognize the early warning signs, and many who recognize the symptoms of reading trouble ahead don’t know how to address those issues.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For example, when Dr. Martha Youman \u003ca href=\"https://www.kqed.org/mindshift/41997/who-helps-kids-with-dyslexia-gain-reading-fluency\">first began\u003c/a> her career as a second grade teacher, she knew that some of her students simply couldn’t read but she didn’t know what to do about it: “I kept them busy. Truly, there were interventions they needed, I just didn’t know how to help them,” says Youman, who now treats kids with dyslexia. “I had a master’s in teaching, and didn’t know how to deal with these students.”\u003c/p>\n\u003cp>Often the diagnosis of dyslexia comes after months or years of exhausting frustration and failure for students, parents, and teachers. It’s \u003ca href=\"http://www.ldonline.org/article/19296/\">common\u003c/a> for dyslexic children to avoid reading and become angry or upset in class or when it’s time to do homework or read aloud in front of others. Sometimes these students are seen as smart but lacking motivation or not working hard enough. To make things more complicated, dyslexic children often have \u003ca href=\"https://dyslexiaida.org/attention-deficithyperactivity-disorder-adhd-and-dyslexia/\">another developmental disorder like ADHD\u003c/a> alongside their reading challenges.\u003c/p>\n\u003cp>The key to preventing reading failure is early detection.\u003c/p>\n\u003ch2>WHAT DOES DYSLEXIA LOOK LIKE?\u003c/h2>\n\u003cp>Though dyslexia can take on many forms, two common areas where differences can be clearly seen and heard are \u003cstrong>slow reading\u003c/strong> and \u003cstrong>difficulty with handwriting and spelling\u003c/strong>.\u003c/p>\n\u003cp>Also, in some cases, certain speech patterns can be an early indicator of dyslexia, like mispronouncing familiar words or using “baby talk.”\u003c/p>\n\u003cp>In the following video, a fourth grader with dyslexia reads from Rosie Revere, Engineer, and then writes what she’s looking forward to when she gets to fifth grade (see picture below). At the time when this video was taken, she had already had 1.5 years of targeted \u003ca href=\"https://www.wilsonlanguage.com/dyslexia/\">Wilson dyslexia tutoring\u003c/a>, and her reading had improved significantly.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/WMa2GSE3Afs'\n title='//www.youtube.com/embed/WMa2GSE3Afs'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch2>WHAT’S IT LIKE TO READ WITH DYSLEXIA?\u003c/h2>\n\u003cp>For kids who are entering school, according to the Yale Center for Dyslexia and Creativity,\u003ca href=\"http://dyslexia.yale.edu/dyslexia/signs-of-dyslexia/\"> signs of dyslexia\u003c/a> in kindergarten and elementary school children include:\u003c/p>\n\u003cp>• Difficulty sounding out simple words like cap, map, nap\u003cbr>\n• Difficulty associating letters with sounds, and can’t break words apart\u003cbr>\n• Talks about how hard reading is and/or resists reading\u003cbr>\n• Family history of reading difficulties\u003cbr>\n• Difficulty speaking In second grade and up, signs of dyslexia might include:\u003cbr>\n• Avoids reading out loud\u003cbr>\n• Exhibits slow and awkward reading, and difficulty in acquiring new reading skills\u003cbr>\n• Makes wild guesses when sounding out a word\u003cbr>\n• Has no strategy for sounding out unfamiliar words\u003cbr>\n• Relies on vague language when searching for a word, like “things” or “stuff”\u003cbr>\n• Mispronounces long or unfamiliar words\u003cbr>\n• Uses lots of pauses, hesitation, and “umm’s” when speaking\u003cbr>\n• Seems to need extra time to answer questions\u003cbr>\n• Has extreme difficulty learning a foreign language\u003cbr>\n• Has messy handwriting\u003c/p>\n\u003cp>For more signs of dyslexia in younger children and adults, including particular dyslexic strengths, visit the Yale Center’s \u003ca href=\"http://dyslexia.yale.edu/dyslexia/signs-of-dyslexia/\">Signs of Dyslexia\u003c/a> page.\u003c/p>\n\u003ch2>DYSLEXIA IN ENGLISH LEARNERS: EXTRA HURDLES\u003c/h2>\n\u003cp>According to Pew Research Center, there are about \u003ca href=\"https://www.pewresearch.org/fact-tank/2018/10/25/6-facts-about-english-language-learners-in-u-s-public-schools/\">5 million English Language learners\u003c/a> in American public schools, or nearly 10 percent of the school population. While the vast majority (77 percent) of American English learners’ first language is Spanish, the top five are rounded out by Arabic, Chinese, Vietnamese and Somali. Among states, California has the highest number of English learners, with more than 20 percent of school children speaking a different language at home.\u003c/p>\n\u003cp>For schools, teachers and parents, diagnosing dyslexia in English learners can present an extra set of hurdles.\u003c/p>\n\u003cp>Dr. Kelli Sandman-Hurley, co-founder of the Dyslexia Training Institute in San Diego, California, says dyslexics learning English can sometimes be overlooked for two reasons: first, there’s not a lot of research on the topic and often educators don’t know what to look for, and second, reading difficulties can often be attributed to learning a new language.\u003c/p>\n\u003ch2>ENGLISH LEARNERS AND RECOGNIZING DYSLEXIA: INSIGHTS AND SUGGESTIONS FROM TWO EXPERTS\u003c/h2>\n\u003cp>According to Sandman-Hurley, students who have trouble with phonemic awareness in their first language will also find learning letters and sounds in English difficult. But if it’s not possible to screen kids’ phonemic awareness in their first language, educators can look for other clues that children are struggling.\u003c/p>\n\u003cp>Sandman-Hurley says it’s often important to check and see if English learners are having trouble in other subjects—that is, if a child learns math quickly and relatively easily, then a reading disability might be at play.\u003c/p>\n\u003cp>Sandman-Hurley makes two recommendations to educators trying to spot reading difficulties in English learners:\u003c/p>\n\u003col>\n\u003cli>If possible, provide screening in the child’s native language\u003c/li>\n\u003cli>Dig into what’s going on at home—since dyslexia tends to run in families, find out if other family members also had difficulties with reading, or if children had displayed some of the early warning signs, like an inability to rhyme words or learn the alphabet.\u003c/li>\n\u003c/ol>\n\u003cp>Speech-language pathologist Dr. Elsa Cardenas-Hagan has spent 25 years working with biliterate and bilingual students at the Valley Speech Language and Learning Center in Brownsville, Texas, and says that educators should look to see if the English learner has trouble learning the English alphabet or has trouble with writing. Even if they’re still learning English as a new language, those should be considered warning signs.\u003c/p>\n\u003cp>“We want to give English learners plenty of listening, speaking, reading and writing opportunities. To do any writing you have to be aware of sounds, so if a child is having trouble being able to sound out a word and write it, that should be a red flag.”\u003c/p>\n\u003cp>Cardenas-Hagan also agrees that looking into family history can help teachers who don’t speak the child’s first language. Because dyslexia tends to run in families, asking if anyone else in the family had troubles with reading and writing when they were growing up might provide indicators.\u003c/p>\n\u003cp>She says it’s also helpful to ask about when the child developed language. “Did the child speak on time? Did they start using words on time, did they produce the words with clarity and precision? We watch those kids very carefully, because if you have trouble hearing and speaking sounds in whatever language you learned, you’re going to have that same trouble reading and writing,” she says.\u003c/p>\n\u003ch2>DETECTION/ASSESSMENT TOOLS\u003c/h2>\n\u003cp>\u003cstrong>Universal Screening.\u003c/strong> Requirements vary wildly between states and even between districts. Beginning in kindergarten many schools use universal screeners like the RAN/RAS (Rapid Automatized Naming) test and the PAR (Predictive Assessment of Reading/Rapid Alternating Stimulus) to assess children’s knowledge of phonemes, letter recognition, and vocabulary.\u003c/p>\n\u003cp>However, not all screeners are created equal and often do not provide a complete picture of a child’s talents and deficiencies, according to Drs. Brock and Fernette Eide at \u003ca href=\"https://www.dyslexicadvantage.org/best-early-dyslexia-screeners-for-schools-elementary/\">Dyslexic Advantage\u003c/a>. For a more complete picture, students whoaren’t reading at grade level most often need a full evaluation by a school psychologist in order for parents and the school to implement the proper intervention.\u003c/p>\n\u003cp>Find out\u003ca href=\"https://www.dyslexicadvantage.org/50-states-approved-assessment-tools/\"> each state’s approved reading assessment tools\u003c/a>, courtesy of Dyslexic Advantage.\u003c/p>\n\u003cp>To learn more about screening standards and what to look for in high-quality assessments and screeners, read Literate Nation’s white paper on how to select screening instruments.\u003c/p>\n\u003cp>\u003cstrong>RTI—Response to Intervention.\u003c/strong> Another way for teachers to recognize reading trouble is through the \u003ca href=\"http://www.rtinetwork.org/learn/what/whatisrti\">Response to Intervention\u003c/a> (RTI), a multi-tier reading program designed in the 1990s to determine whether a child has a Specific Learning Disability (SLD) like dyslexia. RTI has been mandated in 14 states and is widely used among others. The program aims to identify who is at risk for reading failure and to provide targeted instruction to those students through different tiers:\u003c/p>\n\u003cp>\u003cstrong>• Tier 1\u003c/strong> interventions involve a blend of high-quality classroom instruction, adequate screening and group interventions that typically last around 8 weeks.\u003c/p>\n\u003cp>\u003cstrong>• Tier 2\u003c/strong> Students who don’t make adequate progress in Tier 1 move to Tier 2, where intervention is more targeted and intensive, where instruction can last up to a grading period.\u003c/p>\n\u003cp>\u003cstrong>• Tier 3\u003c/strong> When students don’t progress in Tier 2 they are moved to Tier 3, where they receive one-on-one targeted and intensive instruction and often a full evaluation to determine whether they qualify for special education services.\u003c/p>\n\u003cp>Curriculum and instruction aren’t uniform but designed by schools or districts individually.\u003c/p>\n\u003cp>Due to the varying quality of programs, response to RTI has been mixed. A comprehensive \u003ca href=\"https://ies.ed.gov/ncee/pubs/20164000/\">2015 RTI evaluation\u003c/a> by the National Center of Education Evaluation found that first graders who participated in the RTI program did worse than those who didn’t receive any targeted assistance.\u003c/p>\n\u003cp>“RTI is thoughtful, logical, well-designed program. It has only one flaw: it has to be implemented in real-world environments that are often inhospitable,” Seidenberg writes in Language at the Speed of Sight that “How well the RTI program works depends on how well it’s implemented, which is left to the school districts or system to decide.”\u003c/p>\n\u003cp>\u003cstrong>Full Evaluation.\u003c/strong> Even when schools provide universal screeners and assessments to identify at-risk students, if reading doesn’t progress, students need more complete evaluations to determine the cause of the reading failure and then a way forward. In most cases, that means an \u003cstrong>Individualized Education Program (IEP)\u003c/strong> for special reading services.\u003c/p>\n\u003ch2>THE CHALLENGE OF ASSESSMENT: DYSLEXIA TERMINOLOGY\u003c/h2>\n\u003cp>Most schools offer an evaluation through the school psychologist, but these evaluations can be complicated for several reasons.\u003c/p>\n\u003cp>First, school psychologists are often overworked and backlogged, so testing and a full evaluation can often involve long wait times. This is often why families with the financial means to do so will take their child to a private psychologist to be evaluated and speed up intervention.\u003c/p>\n\u003cp>Next, complete evaluations can be complicated and difficult to understand, because different states, districts and psychologists use more than one term to describe reading difficulties. Terms like ‘Specific Learning Disability’ (SLD), ‘reading deficit,’ or ‘language learning deficit’ are often used interchangeably with other terms, like ‘dyslexia.’\u003c/p>\n\u003cp>But according to dyslexia expert Nancy Mather, professor emeritus in the Department of Disability and Psychoeducational Studies at the University of Arizona, the different labels create undue confusion for parents and students, since more than 80 percent of reading disabilities are in fact dyslexia.\u003c/p>\n\u003cp>“It creates confusion,” she says. “The parents are told their child has an ‘SLD’ but they don’t realize their child has dyslexia.”\u003c/p>\n\u003cp>But using the right terminology means that the student is much more likely to get the right kind of help, because dyslexics need a very specific kind of reading intervention and a specially trained teacher in order to read.\u003c/p>\n\u003cp>For that reason, some families have their children evaluated outside the school, like a university or private testing center, where the cost of testing can be very high. Universities sometimes offer free or low-cost testing, but families might spend six to nine months on a waitlist.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This is chapter two of the \u003ca href=\"https://www.kqed.org/mindshift/54743/the-mindshift-guide-to-understanding-dyslexia\">MindShift Guide to Understanding Dyslexia\u003c/a>. You can find the remaining chapters and a complete \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">printable\u003c/a> \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">PDF\u003c/a> of the entire guide by clicking \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">here\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cem>This is chapter one of the \u003ca href=\"https://www.kqed.org/mindshift/54743/the-mindshift-guide-to-understanding-dyslexia\">MindShift Guide to Understanding Dyslexia\u003c/a>. You can find the remaining chapters and a complete \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">printable\u003c/a> \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">PDF\u003c/a> of the entire guide by clicking \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>As a frame of reference, the act of reading is a human invention that’s only a few thousand years old. In Europe and the United States, mass literacy—meaning more than 50 percent of the population knows how to read—has only been around for about 150 years. In other areas of the world, such as most of Asia, the Middle East, and Africa, it’s much more recent.\u003c/p>\n\u003ch2>THE READING BRAIN\u003c/h2>\n\u003cp>Because the human brain doesn’t come already wired to read, there is no “reading center” of the brain and there are no “reading genes.” As Proust and the Squid author Maryanne Wolf writes, each individual brain must learn how to read on its own.\u003c/p>\n\u003cp>In learning to read, the brain performs an amazing feat: it creates a specialized circuit that’s just for reading, forging a new circuit by combining parts of the brain that were originally designed to serve other functions, such as retrieving names. This new “reading circuit” combines processes from different areas of the brain and then runs at a speed so fast it’s nearly automatic.\u003c/p>\n\u003cp>But not all brains forge a flowing reading circuit easily. This is the case with dyslexia. Rather than being a disease or a medical condition (the common misperception), dyslexia is a \u003ca href=\"https://www.kqed.org/mindshift/41845/understanding-dyslexia-and-the-reading-brain-in-kids\">different brain organization\u003c/a>—one in which the brain’s reading circuit has been disrupted or re-routed in at least one way, and sometimes in two or three ways. This re-routing slows down critical parts of the reading process:\u003c/p>\n\u003cul>\n\u003cli>attaching the right sound to a letter happens more slowly and\u003c/li>\n\u003cli>forming words or sentences takes longer, then comprehending what was just read also takes longer\u003c/li>\n\u003c/ul>\n\u003cp>Dyslexia can additionally\u003ca href=\"http://dyslexia.yale.edu/resources/educators/instruction/math-memory-challenges/\"> affect memory\u003c/a>, especially working memory, making it harder for students to remember what they just read, or directions and learning sequences. It’s important to note that dyslexia is NOT caused by visual problems, and it isn’t the flipping of letters, or reading letters backwards, or mispronouncing words—and it’s not related to motivation or intelligence. It’s merely the result of a brain with a different organization that makes reading and writing more difficult.\u003c/p>\n\u003ch2>READING CIRCUIT ISSUES\u003c/h2>\n\u003cp>In the dyslexic brain, the reading circuit can be interrupted in several areas and cause problematic development. Because each brain is unique, there isn’t a singular form of dyslexia, but there are common issues:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>ISSUE #1: Phonemic Awareness\u003c/strong> — identifying individual units of sound is a major challenge in the dyslexic brain. There are 44 sounds, or phonemes, in the English language. The main problem for kids with dyslexia is the ability to notice and work with all the sounds, and then be able to match those sounds to the right letters. In younger children, this is why not being able to rhyme words is an important early sign of dyslexia—often dyslexic kids don’t recognize the ways two rhyming words sound alike. English is an irregular language so there are many different combinations of letters that match to phonemes, making reading and spelling really hard for kids with challenges working with and remembering speech sounds.\u003c/p>\n\u003cp>\u003cstrong>ISSUE #2: Fluency, or getting the reading circuit to work together quickly\u003c/strong>, is the second-biggest issue. Even when children can process all the phonemes, they can still have trouble associating the sounds with the right letters, perhaps due to the right hemisphere’s control over the left hemisphere-centered language processing. This makes reading even the simplest words very slow, and then automaticity doesn’t develop properly.\u003c/p>\n\u003cp>\u003cstrong>ISSUE #3: Comprehension\u003c/strong> is the third (but no less crucial) issue in reading. Once letters and sounds are matched together, some children will have trouble putting the words together to form sentences and meaning. Often, this kind of dyslexia doesn’t show up until children are older, around third grade and up, when there is a switch from learning to read to reading to learn.\u003c/p>\n\u003cp>For dyslexics, the work of reading is slow and laborious, so often otherwise bright and intelligent students who haven’t received proper intervention never become fluent readers. Many dyslexic students can get by for years by memorizing words without actually reading them, but by the third or fourth grade, when learning switches from learning to read to reading to learn, struggling students can’t read fast enough to keep up. They often experience repeated failure.\u003c/p>\n\u003cp>Yet, with explicit and systematic specialized instruction specifically for the different brain structure, the reading circuit can be re-trained to work toward fluidity. But first, students, parents, and teachers must understand that the dyslexic’s brain isn’t “broken” or deficient, just organized in a different way.\u003c/p>\n\u003ch2>DO DYSLEXICS HAVE SPECIAL TALENTS?\u003c/h2>\n\u003cp>Special \u003ca href=\"https://www.kqed.org/mindshift/42064/dyslexia-and-the-wider-world-of-creativity-and-talent\">gifts and talents\u003c/a> can emerge from dyslexic brains, and whether this happens because of the unique setup of the dyslexic brain or in spite of it continues to be an ongoing subject of research and discussion.\u003c/p>\n\u003cp>Dyslexics quickly learn that very successful people, some considered geniuses in their field, like Pablo Picasso, Thomas Edison, Steven Spielberg, Octavia Spencer, Erin Brockovich and Nobel Prize-winner Elizabeth Blackburn, also struggled to read and write, and it didn’t affect their ability to achieve.\u003c/p>\n\u003cp>Does the dyslexic brain connote certain talents or even an advantage over a more typical reading brain? Some experts and writers like Malcolm Gladwell even call dyslexia an \u003ca href=\"https://www.dyslexicadvantage.org/\">advantage\u003c/a> or a \u003ca href=\"https://www.forbes.com/sites/knowledgewharton/2013/12/05/272013/#1ea0ee9a470d\">desirable disadvantage\u003c/a>—a disadvantage that ends up being at least partly responsible for a person’s success.\u003c/p>\n\u003cp>But the research behind whether or not dyslexia is an actual advantage, or whether special talents emerge from dyslexic brains, is complex—it’s difficult to tease out causes and correlations.\u003c/p>\n\u003cp>“It’s certainly possible that some dyslexics have special abilities in areas not related to reading, just as other kids could have special abilities in one or two areas but struggle in other areas,” says research scientist and speech-language pathologist Peggy McCardle, former branch chief at the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD), U.S. National Institutes of Health.\u003c/p>\n\u003cp>“We know that there are gifted children in the world, and that some of them are dyslexic. What we don’t know —and to date there is no real evidence of this—is whether the dyslexia and the giftedness or talent are connected, or just happened to co-occur in that person. People are looking at ways to study that, with good research designs and solid methods, but so far it has not been done.”\u003c/p>\n\u003ch2>A FINE LINE\u003c/h2>\n\u003cp>For practitioners who work with dyslexic students, it’s often a fine line between encouraging students to use their nonreading talents to succeed, and for not short-changing themselves on what they are able to do.\u003c/p>\n\u003cp>Dr. Sheryl Rimrodt-Frierson, who runs the pediatric clinic at the Vanderbilt Kennedy Center Reading Clinic, says that reading and writing are still vital skills that need to be addressed, and she’s cautious about dyslexic kids selling themselves short when it comes to academic work. “I will make sure they know there are plenty of good people out there who have done plenty—academic work, medical school, law school.” Rimrodt-Frierson says that kids need to understand there is a world of possibilities.\u003c/p>\n\u003cp>As cognitive neuroscientist Maryanne Wolf writes in her book Proust and the Squid, “The single most important implication of research in dyslexia is not ensuring that we don’t derail the development of a future Leonardo or Edison; it is making sure that we do not miss the potential of any child. Not all children with dyslexia have extraordinary talents, but every one of them has a unique potential that all too often goes unrealized because we don’t know how to tap it.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This is chapter one of the \u003ca href=\"https://www.kqed.org/mindshift/54743/the-mindshift-guide-to-understanding-dyslexia\">MindShift Guide to Understanding Dyslexia\u003c/a>. You can find the remaining chapters and a complete \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">printable\u003c/a> \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">PDF\u003c/a> of the entire guide by clicking \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">here\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This is chapter one of the \u003ca href=\"https://www.kqed.org/mindshift/54743/the-mindshift-guide-to-understanding-dyslexia\">MindShift Guide to Understanding Dyslexia\u003c/a>. You can find the remaining chapters and a complete \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">printable\u003c/a> \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">PDF\u003c/a> of the entire guide by clicking \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>As a frame of reference, the act of reading is a human invention that’s only a few thousand years old. In Europe and the United States, mass literacy—meaning more than 50 percent of the population knows how to read—has only been around for about 150 years. In other areas of the world, such as most of Asia, the Middle East, and Africa, it’s much more recent.\u003c/p>\n\u003ch2>THE READING BRAIN\u003c/h2>\n\u003cp>Because the human brain doesn’t come already wired to read, there is no “reading center” of the brain and there are no “reading genes.” As Proust and the Squid author Maryanne Wolf writes, each individual brain must learn how to read on its own.\u003c/p>\n\u003cp>In learning to read, the brain performs an amazing feat: it creates a specialized circuit that’s just for reading, forging a new circuit by combining parts of the brain that were originally designed to serve other functions, such as retrieving names. This new “reading circuit” combines processes from different areas of the brain and then runs at a speed so fast it’s nearly automatic.\u003c/p>\n\u003cp>But not all brains forge a flowing reading circuit easily. This is the case with dyslexia. Rather than being a disease or a medical condition (the common misperception), dyslexia is a \u003ca href=\"https://www.kqed.org/mindshift/41845/understanding-dyslexia-and-the-reading-brain-in-kids\">different brain organization\u003c/a>—one in which the brain’s reading circuit has been disrupted or re-routed in at least one way, and sometimes in two or three ways. This re-routing slows down critical parts of the reading process:\u003c/p>\n\u003cul>\n\u003cli>attaching the right sound to a letter happens more slowly and\u003c/li>\n\u003cli>forming words or sentences takes longer, then comprehending what was just read also takes longer\u003c/li>\n\u003c/ul>\n\u003cp>Dyslexia can additionally\u003ca href=\"http://dyslexia.yale.edu/resources/educators/instruction/math-memory-challenges/\"> affect memory\u003c/a>, especially working memory, making it harder for students to remember what they just read, or directions and learning sequences. It’s important to note that dyslexia is NOT caused by visual problems, and it isn’t the flipping of letters, or reading letters backwards, or mispronouncing words—and it’s not related to motivation or intelligence. It’s merely the result of a brain with a different organization that makes reading and writing more difficult.\u003c/p>\n\u003ch2>READING CIRCUIT ISSUES\u003c/h2>\n\u003cp>In the dyslexic brain, the reading circuit can be interrupted in several areas and cause problematic development. Because each brain is unique, there isn’t a singular form of dyslexia, but there are common issues:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>ISSUE #1: Phonemic Awareness\u003c/strong> — identifying individual units of sound is a major challenge in the dyslexic brain. There are 44 sounds, or phonemes, in the English language. The main problem for kids with dyslexia is the ability to notice and work with all the sounds, and then be able to match those sounds to the right letters. In younger children, this is why not being able to rhyme words is an important early sign of dyslexia—often dyslexic kids don’t recognize the ways two rhyming words sound alike. English is an irregular language so there are many different combinations of letters that match to phonemes, making reading and spelling really hard for kids with challenges working with and remembering speech sounds.\u003c/p>\n\u003cp>\u003cstrong>ISSUE #2: Fluency, or getting the reading circuit to work together quickly\u003c/strong>, is the second-biggest issue. Even when children can process all the phonemes, they can still have trouble associating the sounds with the right letters, perhaps due to the right hemisphere’s control over the left hemisphere-centered language processing. This makes reading even the simplest words very slow, and then automaticity doesn’t develop properly.\u003c/p>\n\u003cp>\u003cstrong>ISSUE #3: Comprehension\u003c/strong> is the third (but no less crucial) issue in reading. Once letters and sounds are matched together, some children will have trouble putting the words together to form sentences and meaning. Often, this kind of dyslexia doesn’t show up until children are older, around third grade and up, when there is a switch from learning to read to reading to learn.\u003c/p>\n\u003cp>For dyslexics, the work of reading is slow and laborious, so often otherwise bright and intelligent students who haven’t received proper intervention never become fluent readers. Many dyslexic students can get by for years by memorizing words without actually reading them, but by the third or fourth grade, when learning switches from learning to read to reading to learn, struggling students can’t read fast enough to keep up. They often experience repeated failure.\u003c/p>\n\u003cp>Yet, with explicit and systematic specialized instruction specifically for the different brain structure, the reading circuit can be re-trained to work toward fluidity. But first, students, parents, and teachers must understand that the dyslexic’s brain isn’t “broken” or deficient, just organized in a different way.\u003c/p>\n\u003ch2>DO DYSLEXICS HAVE SPECIAL TALENTS?\u003c/h2>\n\u003cp>Special \u003ca href=\"https://www.kqed.org/mindshift/42064/dyslexia-and-the-wider-world-of-creativity-and-talent\">gifts and talents\u003c/a> can emerge from dyslexic brains, and whether this happens because of the unique setup of the dyslexic brain or in spite of it continues to be an ongoing subject of research and discussion.\u003c/p>\n\u003cp>Dyslexics quickly learn that very successful people, some considered geniuses in their field, like Pablo Picasso, Thomas Edison, Steven Spielberg, Octavia Spencer, Erin Brockovich and Nobel Prize-winner Elizabeth Blackburn, also struggled to read and write, and it didn’t affect their ability to achieve.\u003c/p>\n\u003cp>Does the dyslexic brain connote certain talents or even an advantage over a more typical reading brain? Some experts and writers like Malcolm Gladwell even call dyslexia an \u003ca href=\"https://www.dyslexicadvantage.org/\">advantage\u003c/a> or a \u003ca href=\"https://www.forbes.com/sites/knowledgewharton/2013/12/05/272013/#1ea0ee9a470d\">desirable disadvantage\u003c/a>—a disadvantage that ends up being at least partly responsible for a person’s success.\u003c/p>\n\u003cp>But the research behind whether or not dyslexia is an actual advantage, or whether special talents emerge from dyslexic brains, is complex—it’s difficult to tease out causes and correlations.\u003c/p>\n\u003cp>“It’s certainly possible that some dyslexics have special abilities in areas not related to reading, just as other kids could have special abilities in one or two areas but struggle in other areas,” says research scientist and speech-language pathologist Peggy McCardle, former branch chief at the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD), U.S. National Institutes of Health.\u003c/p>\n\u003cp>“We know that there are gifted children in the world, and that some of them are dyslexic. What we don’t know —and to date there is no real evidence of this—is whether the dyslexia and the giftedness or talent are connected, or just happened to co-occur in that person. People are looking at ways to study that, with good research designs and solid methods, but so far it has not been done.”\u003c/p>\n\u003ch2>A FINE LINE\u003c/h2>\n\u003cp>For practitioners who work with dyslexic students, it’s often a fine line between encouraging students to use their nonreading talents to succeed, and for not short-changing themselves on what they are able to do.\u003c/p>\n\u003cp>Dr. Sheryl Rimrodt-Frierson, who runs the pediatric clinic at the Vanderbilt Kennedy Center Reading Clinic, says that reading and writing are still vital skills that need to be addressed, and she’s cautious about dyslexic kids selling themselves short when it comes to academic work. “I will make sure they know there are plenty of good people out there who have done plenty—academic work, medical school, law school.” Rimrodt-Frierson says that kids need to understand there is a world of possibilities.\u003c/p>\n\u003cp>As cognitive neuroscientist Maryanne Wolf writes in her book Proust and the Squid, “The single most important implication of research in dyslexia is not ensuring that we don’t derail the development of a future Leonardo or Edison; it is making sure that we do not miss the potential of any child. Not all children with dyslexia have extraordinary talents, but every one of them has a unique potential that all too often goes unrealized because we don’t know how to tap it.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This is chapter one of the \u003ca href=\"https://www.kqed.org/mindshift/54743/the-mindshift-guide-to-understanding-dyslexia\">MindShift Guide to Understanding Dyslexia\u003c/a>. You can find the remaining chapters and a complete \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">printable\u003c/a> \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">PDF\u003c/a> of the entire guide by clicking \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">here\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp class=\"p1\">\u003cem>This is the introduction of the \u003ca href=\"https://www.kqed.org/mindshift/54743/the-mindshift-guide-to-understanding-dyslexia\">MindShift Guide to Understanding Dyslexia\u003c/a>. You can find the remaining chapters and a complete \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">printable\u003c/a> \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">PDF\u003c/a> of the entire guide by clicking \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>Stubborn. Not working to potential. Lazy. Unintelligent. For many students sitting in classrooms right now struggling to read, they have already heard these words, or thought them about themselves. Yet no matter how hard they try, when these same students look at the page of a book or worksheet, the letters seem to move around and shift. Was the word \u003cem>pit\u003c/em> or \u003cem>tap\u003c/em>? \u003cem>Their\u003c/em> or \u003cem>through\u003c/em>? For others, words come together so slowly to form coherent sentences, the first test question is barely answered when the rest of the class is nearly finished.\u003c/p>\n\u003cp>This is the daily given for students with \u003cstrong>dyslexia\u003c/strong>, a biological, brain-based reading condition connected to speech and language that makes reading words and sentences extremely difficult.\u003c/p>\n\u003cp>Experts estimate that anywhere between 5 and 20 percent of school children have a form of dyslexia. Dyslexia is, in fact, the root of 80 percent of all learning disabilities, and yet in many families, schools, and even businesses, it’s still profoundly misunderstood.\u003c/p>\n\u003cp>Dyslexia shows up most often inside schools, where most children learn to read. But because of the complex intersection of individual brains, scientific research, state legislation, district requirements and teacher education, there’s no universal understanding of how to recognize and identify dyslexia, screen for it, and aid students who struggle to read because of it.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Due to the host of identifying and diagnosing issues, many kids slog through school not knowing they have a learning difference, and an estimated \u003ca href=\"https://www.austinlearningsolutions.com/blog/38-dyslexia-facts-and-statistics.html\">40 million\u003c/a> American adults suffer from dyslexia, though experts guess only 2 million are aware of it.\u003c/p>\n\u003cp>Yet, understanding, recognizing, and providing intervention for students with dyslexia has never been more important than right now.\u003c/p>\n\u003cp>Ours is an age of rapid acceleration of technological, demographic, and economic changes that are overturning industries and cultures. And until dyslexia-supportive technologies (discussed in Chapter 5) are fully accepted, embraced, and utilized in workplace environments, being able to read and write will continue to be a crucial skillset for success not only in school but also in life beyond school:\u003c/p>\n\u003cul>\n\u003cli>As more and more jobs rely on computers, workers need basic literacy skills even to do such work as operating and repairing machinery.\u003c/li>\n\u003cli>As more \u003ca href=\"https://www.pewresearch.org/internet/2017/05/03/the-future-of-jobs-and-jobs-training/\">learning systems migrate online\u003c/a>, workers who must learn new skills to keep their current positions will need sufficient literacy to use systems that may not be dyslexia-supportive.\u003c/li>\n\u003cli>CEOs and experts have said that higher-order thinking skills like creativity, problem-solving and critical thinking are now critical to success—and absent supportive technologies. Such higher order skills will still require the involvement of visual reading comprehension.\u003c/li>\n\u003c/ul>\n\u003cp>And for those who don’t have the benefit of early intervention? Many face a lifetime of debilitating consequences: statistically, students who can’t read at grade level by third grade are \u003ca href=\"https://www.aecf.org/resources/early-warning-why-reading-by-the-end-of-third-grade-matters/\">four times more likely\u003c/a> not to finish high school; one in five students with a learning disability will drop out.\u003c/p>\n\u003cp>Dropping out of high school, coupled with reading disability, especially for poorer students, can be a cocktail of negative effects. Nearly half of incarcerated adults don’t have a high school diploma, and 60 percent of the prison population is functionally illiterate. According to a study performed on inmates in Texas, about 48 percent of inmates have dyslexia.\u003c/p>\n\u003cp>And, at the most basic level, dyslexics are more vulnerable to mental illness—an \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/15017419.2013.781953\">estimated 60 percent\u003c/a> of dyslexic children and adolescents also have a mental or emotional disorder, most commonly ADHD, depression, and anxiety—and have a higher incidence of \u003ca href=\"https://www.news-medical.net/news/20170621/Study-finds-high-prevalence-of-suicide-attempts-among-women-with-learning-disabilities.aspx\">suicide attempts\u003c/a>. Understanding dyslexia can enable people to find the help and support they need. You can learn more about how some individuals learned about their dyslexia and how they successfully advocated for help in Chapter 6, “Possibilities.”\u003c/p>\n\u003ch2>\u003cstrong>WHAT YOU MIGHT NOT KNOW ABOUT DYSLEXIA \u003c/strong>\u003c/h2>\n\u003cp>We’ve discussed the overarching and compelling WHY, now let’s discuss some broad strokes of WHAT:\u003c/p>\n\u003cul>\n\u003cli>Dyslexia occurs in every language and in children from every background, regardless of race or socioeconomic status.\u003c/li>\n\u003cli>Many dyslexics become successful adults, whether it’s because of their different brain, or in spite of it. Having a learning difference doesn’t doom a student to failure. Dyslexics are doctors, lawyers, professors and business people as well as artists, musicians, nurses and firefighters.\u003c/li>\n\u003cli>For years, state special education laws refused to use the word “dyslexia,” though it’s not entirely clear why.\u003c/li>\n\u003cli>Experts have pointed out that dyslexia was once thought (wrongly) to be a medical condition, and others have said that dyslexia was often left out of laws because the “treatment” is both expensive and needs a specially trained teacher to administer correctly.\u003c/li>\n\u003cli>Dyslexia awareness and understanding is growing, thanks in large part to passionate activism on the part of frustrated parents and teachers who are moving schools and districts toward change.\u003c/li>\n\u003cli>The awareness and activism is slowly changing the omission of dyslexia from law: \u003ca href=\"https://www.dyslexicadvantage.org/dyslexia-laws-2018/\">thirty-nine states\u003c/a> have passed dyslexia laws surrounding learning disabilities in the past few years, slowly making their way down into districts.\u003c/li>\n\u003cli>The state of California, along with Tennessee and a few others, have in the past couple of years issued first-ever specific guidance for schools and educators on how to assess and provide resources for those diagnosed with dyslexia.\u003c/li>\n\u003cli>There is no “cure” for dyslexia. But when reliable, research based interventions are methodically applied, students can go on to read, they can be academically successful, and they can go on to live fulfilling lives doing whatever they choose.\u003c/li>\n\u003c/ul>\n\u003cp>But the earlier parents and teachers can recognize the signs of dyslexia and get help, the faster those students can halt feelings of failure and begin on the path to success.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This is the introduction of the \u003ca href=\"https://www.kqed.org/mindshift/54743/the-mindshift-guide-to-understanding-dyslexia\">MindShift Guide to Understanding Dyslexia\u003c/a>. You can find the remaining chapters and a complete \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">printable\u003c/a> \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">PDF\u003c/a> of the entire guide by clicking \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">here\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">\u003cem>This is the introduction of the \u003ca href=\"https://www.kqed.org/mindshift/54743/the-mindshift-guide-to-understanding-dyslexia\">MindShift Guide to Understanding Dyslexia\u003c/a>. You can find the remaining chapters and a complete \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">printable\u003c/a> \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">PDF\u003c/a> of the entire guide by clicking \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>Stubborn. Not working to potential. Lazy. Unintelligent. For many students sitting in classrooms right now struggling to read, they have already heard these words, or thought them about themselves. Yet no matter how hard they try, when these same students look at the page of a book or worksheet, the letters seem to move around and shift. Was the word \u003cem>pit\u003c/em> or \u003cem>tap\u003c/em>? \u003cem>Their\u003c/em> or \u003cem>through\u003c/em>? For others, words come together so slowly to form coherent sentences, the first test question is barely answered when the rest of the class is nearly finished.\u003c/p>\n\u003cp>This is the daily given for students with \u003cstrong>dyslexia\u003c/strong>, a biological, brain-based reading condition connected to speech and language that makes reading words and sentences extremely difficult.\u003c/p>\n\u003cp>Experts estimate that anywhere between 5 and 20 percent of school children have a form of dyslexia. Dyslexia is, in fact, the root of 80 percent of all learning disabilities, and yet in many families, schools, and even businesses, it’s still profoundly misunderstood.\u003c/p>\n\u003cp>Dyslexia shows up most often inside schools, where most children learn to read. But because of the complex intersection of individual brains, scientific research, state legislation, district requirements and teacher education, there’s no universal understanding of how to recognize and identify dyslexia, screen for it, and aid students who struggle to read because of it.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Due to the host of identifying and diagnosing issues, many kids slog through school not knowing they have a learning difference, and an estimated \u003ca href=\"https://www.austinlearningsolutions.com/blog/38-dyslexia-facts-and-statistics.html\">40 million\u003c/a> American adults suffer from dyslexia, though experts guess only 2 million are aware of it.\u003c/p>\n\u003cp>Yet, understanding, recognizing, and providing intervention for students with dyslexia has never been more important than right now.\u003c/p>\n\u003cp>Ours is an age of rapid acceleration of technological, demographic, and economic changes that are overturning industries and cultures. And until dyslexia-supportive technologies (discussed in Chapter 5) are fully accepted, embraced, and utilized in workplace environments, being able to read and write will continue to be a crucial skillset for success not only in school but also in life beyond school:\u003c/p>\n\u003cul>\n\u003cli>As more and more jobs rely on computers, workers need basic literacy skills even to do such work as operating and repairing machinery.\u003c/li>\n\u003cli>As more \u003ca href=\"https://www.pewresearch.org/internet/2017/05/03/the-future-of-jobs-and-jobs-training/\">learning systems migrate online\u003c/a>, workers who must learn new skills to keep their current positions will need sufficient literacy to use systems that may not be dyslexia-supportive.\u003c/li>\n\u003cli>CEOs and experts have said that higher-order thinking skills like creativity, problem-solving and critical thinking are now critical to success—and absent supportive technologies. Such higher order skills will still require the involvement of visual reading comprehension.\u003c/li>\n\u003c/ul>\n\u003cp>And for those who don’t have the benefit of early intervention? Many face a lifetime of debilitating consequences: statistically, students who can’t read at grade level by third grade are \u003ca href=\"https://www.aecf.org/resources/early-warning-why-reading-by-the-end-of-third-grade-matters/\">four times more likely\u003c/a> not to finish high school; one in five students with a learning disability will drop out.\u003c/p>\n\u003cp>Dropping out of high school, coupled with reading disability, especially for poorer students, can be a cocktail of negative effects. Nearly half of incarcerated adults don’t have a high school diploma, and 60 percent of the prison population is functionally illiterate. According to a study performed on inmates in Texas, about 48 percent of inmates have dyslexia.\u003c/p>\n\u003cp>And, at the most basic level, dyslexics are more vulnerable to mental illness—an \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/15017419.2013.781953\">estimated 60 percent\u003c/a> of dyslexic children and adolescents also have a mental or emotional disorder, most commonly ADHD, depression, and anxiety—and have a higher incidence of \u003ca href=\"https://www.news-medical.net/news/20170621/Study-finds-high-prevalence-of-suicide-attempts-among-women-with-learning-disabilities.aspx\">suicide attempts\u003c/a>. Understanding dyslexia can enable people to find the help and support they need. You can learn more about how some individuals learned about their dyslexia and how they successfully advocated for help in Chapter 6, “Possibilities.”\u003c/p>\n\u003ch2>\u003cstrong>WHAT YOU MIGHT NOT KNOW ABOUT DYSLEXIA \u003c/strong>\u003c/h2>\n\u003cp>We’ve discussed the overarching and compelling WHY, now let’s discuss some broad strokes of WHAT:\u003c/p>\n\u003cul>\n\u003cli>Dyslexia occurs in every language and in children from every background, regardless of race or socioeconomic status.\u003c/li>\n\u003cli>Many dyslexics become successful adults, whether it’s because of their different brain, or in spite of it. Having a learning difference doesn’t doom a student to failure. Dyslexics are doctors, lawyers, professors and business people as well as artists, musicians, nurses and firefighters.\u003c/li>\n\u003cli>For years, state special education laws refused to use the word “dyslexia,” though it’s not entirely clear why.\u003c/li>\n\u003cli>Experts have pointed out that dyslexia was once thought (wrongly) to be a medical condition, and others have said that dyslexia was often left out of laws because the “treatment” is both expensive and needs a specially trained teacher to administer correctly.\u003c/li>\n\u003cli>Dyslexia awareness and understanding is growing, thanks in large part to passionate activism on the part of frustrated parents and teachers who are moving schools and districts toward change.\u003c/li>\n\u003cli>The awareness and activism is slowly changing the omission of dyslexia from law: \u003ca href=\"https://www.dyslexicadvantage.org/dyslexia-laws-2018/\">thirty-nine states\u003c/a> have passed dyslexia laws surrounding learning disabilities in the past few years, slowly making their way down into districts.\u003c/li>\n\u003cli>The state of California, along with Tennessee and a few others, have in the past couple of years issued first-ever specific guidance for schools and educators on how to assess and provide resources for those diagnosed with dyslexia.\u003c/li>\n\u003cli>There is no “cure” for dyslexia. But when reliable, research based interventions are methodically applied, students can go on to read, they can be academically successful, and they can go on to live fulfilling lives doing whatever they choose.\u003c/li>\n\u003c/ul>\n\u003cp>But the earlier parents and teachers can recognize the signs of dyslexia and get help, the faster those students can halt feelings of failure and begin on the path to success.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This is the introduction of the \u003ca href=\"https://www.kqed.org/mindshift/54743/the-mindshift-guide-to-understanding-dyslexia\">MindShift Guide to Understanding Dyslexia\u003c/a>. You can find the remaining chapters and a complete \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">printable\u003c/a> \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">PDF\u003c/a> of the entire guide by clicking \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">here\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Tips And Tricks Parents Can Use To Nurture a Love of Reading in Kids",
"title": "Tips And Tricks Parents Can Use To Nurture a Love of Reading in Kids",
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"content": "\u003cp>For many families, reading is a pleasurable activity when kids are young, but becomes a battle \u003ca href=\"https://www.kqed.org/mindshift/46501/how-to-help-students-develop-a-love-of-reading\" target=\"_blank\" rel=\"noopener\">as kids get older\u003c/a>. Parents are more aware than ever that strong reading skills are fundamental to academic success. Teachers also feel pressure to make sure students are reading on or above grade level, often with their evaluations and salaries hanging in the balance. On top of it all, parents are increasingly finding that it’s hard to tempt kids to read when there are more alluring entertainment options like video games, social media and TV to occupy their time. All of this has turned reading into a battleground, when it should be a joyful experience.\u003c/p>\n\u003cp>“Your job is to teach your children how to love to read,” said Pamela Paul on \u003ca href=\"https://www.kqed.org/forum/2010101873465/pamela-paul-on-teaching-kids-to-love-reading\" target=\"_blank\" rel=\"noopener\">KQED’s Forum program\u003c/a>. Paul edits the New York Times Book Review and co-authored, with Maria Russo, the book \u003cem>\u003ca href=\"https://www.nytimes.com/guides/books/how-to-raise-a-reader\" target=\"_blank\" rel=\"noopener\">How to Raise a Reader\u003c/a>\u003c/em>.\u003c/p>\n\u003cp>Paul understands parental anxiety about setting children up for success -- she has three children herself -- but she reminds parents that it’s the teacher's job to teach kids how to read. They are the ones focused on raising reading levels and giving assessments to determine reading levels. If parents focus too much on their child’s reading level, obsessing over what group they’re in and how they compare to other students, they risk making reading seem like a chore to their kids.\u003c/p>\n\u003cp>“I have a lot of sympathy for teachers and a lot of times it’s not their choice,” Paul said. “It may be state or district imposed.” But she says the best way parents can support teachers is to help their child learn to love reading. And sometimes that means \u003ca href=\"https://www.kqed.org/mindshift/39760/how-do-you-foster-a-love-of-reading-in-young-children\" target=\"_blank\" rel=\"noopener\">protecting a space at home\u003c/a> where kids can read whatever they like, even if it’s below their grade level, or not what adults might consider to be “good” literature.\u003c/p>\n\u003cp>“The last thing you should do is put pressure on them,” Paul said. “Because that kid, believe me, he knows he’s at that level and he feels bad about it.” Feeling bad at something usually isn’t fun, so if a kid is reminded of their reading level at home, he probably won’t want to read for pleasure.\u003cbr>\n\u003cstrong>\u003cbr>\nParental Attitudes Toward Books Matter\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It does start with the parent,” Paul said. “So even if you haven’t been reading a lot, it is important to bring books into your life because kids look to their parents as role models.” For parents who aren’t already big readers, she suggests that parenthood could be a chance to make good on those resolutions to read more.\u003c/p>\n\u003cp>She recommends starting a reading routine with infants, even though it may seem like they aren’t getting much out of books at that age. For one thing, it can help parents, who may not have ever read aloud, get comfortable with the idea. Reading time can become a daily ritual for connection, child snuggling with their parent, hearing their voice, playing with the pages. From a very early age, kids are building positive memories and associations with reading.\u003c/p>\n\u003cp>And there’s no reason this protected time has to stop as children grow older, Paul said. People love stories — that’s why audiobooks and podcasts are so popular. Many parents, and teachers, continue to \u003ca href=\"https://www.kqed.org/mindshift/28582/why-reading-aloud-to-older-children-is-valuable\" target=\"_blank\" rel=\"noopener\">read to older kids\u003c/a> who continue to find it pleasurable. Reading a book aloud together also gives parents an opportunity to start conversations with their kids about the book or its themes.\u003c/p>\n\u003cp>Paul also points to research showing that mothers are more likely than fathers to read to their children, and that both parents are more likely to read to their daughters than to their sons. Paul hopes parents are mindful of these gender gaps and work to reverse them. The research shows that \u003ca href=\"https://www.theatlantic.com/education/archive/2018/09/why-girls-are-better-reading-boys/571429/\" target=\"_blank\" rel=\"noopener\">girls are often more avid readers than boys\u003c/a>, a trend that parents may inadvertently be perpetuating from an early age.\u003c/p>\n\u003cp>Paul also recommends surrounding kids with books at home. Put books in every room. Stack them on the coffee table, in the TV room, put them in the bathroom, make it easy for kids to pick up a book wherever they are. She even suggests sneakier tactics, like piling books about turtles on the coffee table if a child just mentioned being interested in them, for example.\u003c/p>\n\u003cp>She also understands the temptation to hand kids a phone or iPad when waiting in line at the grocery store or at the doctor’s office. But, those are also perfect moments to pull out a book. She recommends parents always have one or two along for those moments.\u003c/p>\n\u003cp>The goal is to develop an \u003ca href=\"https://www.kqed.org/mindshift/46501/how-to-help-students-develop-a-love-of-reading\" target=\"_blank\" rel=\"noopener\">intrinsic love of reading\u003c/a>, so make reading special. In her house, Paul’s kids have a set bedtime. But they are allowed to stay up \u003ca href=\"https://www.kqed.org/mindshift/29045/the-case-for-preserving-the-pleasure-of-deep-reading\" target=\"_blank\" rel=\"noopener\">30 minutes longer\u003c/a> if they are reading in bed. This type of strategy makes reading special, a treat that comes with privileges. That’s very different from rewarding a child for reading with candy or screen time -- extrinsic rewards that send the message that reading must not be very fun.\u003c/p>\n\u003cp>And since technology is often the alternative to reading, Paul recommends\u003ca href=\"https://www.kqed.org/mindshift/53992/how-parents-can-model-better-screen-time-behavior-for-their-kids\" target=\"_blank\" rel=\"noopener\"> parents follow the same rules\u003c/a> they set for kids. If there’s a rule of no phones at the table, that goes for parents, too. And if there’s a no screens after 8 o’clock rule, with those last few minutes before bed being reading time, that goes for parents, too.\u003cbr>\n\u003cstrong>\u003cbr>\nLet Kids Read What They Want\u003c/strong>\u003c/p>\n\u003cp>In the spirit of making reading pleasurable, Paul reminds parents not to judge what their kids read. It may not be high literature, but that’s all right. Comics, books about baseball statistics, fantasy, graphic novels, these are all great forms of reading. Just as adults sometimes like to enjoy a trashy read, kids do, too. That doesn’t mean they aren’t starting to learn the difference between good and bad writing.\u003c/p>\n\u003cp>“If you want kids to read, they need to have what they want to read around them,” Paul said.\u003c/p>\n\u003cp>Some parents worry that if they let their children choose what they read, they will encounter subjects or language that is inappropriate for them. Paul isn’t too worried about this issue. She points out that most kids will skip over the parts of books for which they aren’t developmentally ready.\u003c/p>\n\u003cp>“Kids take in what they’re ready for,” she said. And often, the other stuff doesn’t quite register. But if it does, Paul would much rather kids get their first exposure to sensitive topics from a book, which has been carefully edited, rather than from the internet or friends, where misinformation abounds.\u003c/p>\n\u003cp>And there are more great young adult books available than ever before, many of which tackle the exact themes that concern young people. Authors are taking on identity, social justice and family issues.\u003c/p>\n\u003cp>“Really good books can validate a situation and help a child feel not so alone,” Paul said.\u003c/p>\n\u003cp>Or, on the flip side, books may offer children a window into experiences they didn’t realize other kids their age were having. That builds empathy. Rather than being scared that kids will encounter difficult topics, parents can use these reading experiences as jumping-off points for more nuanced conversations.\u003c/p>\n\u003cp>Paul remembers when her 10-year-old daughter came to her and asked for help with a word she didn’t know -- heroin. The book was about how the opioid epidemic was affecting a young girl’s family. Paul admits she was surprised, but she’s glad her daughter is building an awareness of what other families may be dealing with. And, she was glad the book contextualized the issue, not glorifying drug use in any way.\u003c/p>\n\u003cp>\u003cstrong>What About Teens Who Won’t Read Anymore?\u003c/strong>\u003c/p>\n\u003cp>This exact scenario happened to Maria Russo, co-author of \u003cem>How To Raise A Reader\u003c/em>. She followed all the practices she recommends in the book and her daughter was an avid reader for most of her childhood. But then, when she was a teenager, she abruptly stopped.\u003c/p>\n\u003cp>Adolescence is a time of incredible change, often accompanied by the desire to rebel. Young people are defining their identity in new ways, often in opposition to their parents, at least at first. Therefore, it’s no surprise that they may drop habits from their earlier life as they figure out who they want to be. Give them time: They may pick reading up again later, as Russo’s daughter did.\u003c/p>\n\u003cp>As with many aspects of parenting teenagers, parents have to walk a line between giving their kids independence and support. When it comes to reading, it may be that kids just need the right book at the right time. Maybe it’s a book about a social issue she’s involved with, or an athlete’s biography. Maybe the book that will get that child reading again is one that reflects his or her racial identity or sexual orientation. Or maybe that teen is tired of reading about people his age and wants something a bit more adult.\u003c/p>\n\u003cp>Paul suggests rearranging the bookshelves at home to make it easier for a kid to stumble upon something she’s interested in reading. Maybe organize all the fiction and nonfiction together, or subtly turn books that might appeal with the book cover out, so it’s more enticing.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The overall message Paul wants parents to hear is not to let anxiety about how well a child is reading at school get in the way of encouraging them to enjoy it. Read together as a family. Model reading as a fun activity. Give books as gifts, or make trips to the library a regular part of the family routine. Make books the easy choice of entertainment, and reading a special treat all on its own.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>For many families, reading is a pleasurable activity when kids are young, but becomes a battle \u003ca href=\"https://www.kqed.org/mindshift/46501/how-to-help-students-develop-a-love-of-reading\" target=\"_blank\" rel=\"noopener\">as kids get older\u003c/a>. Parents are more aware than ever that strong reading skills are fundamental to academic success. Teachers also feel pressure to make sure students are reading on or above grade level, often with their evaluations and salaries hanging in the balance. On top of it all, parents are increasingly finding that it’s hard to tempt kids to read when there are more alluring entertainment options like video games, social media and TV to occupy their time. All of this has turned reading into a battleground, when it should be a joyful experience.\u003c/p>\n\u003cp>“Your job is to teach your children how to love to read,” said Pamela Paul on \u003ca href=\"https://www.kqed.org/forum/2010101873465/pamela-paul-on-teaching-kids-to-love-reading\" target=\"_blank\" rel=\"noopener\">KQED’s Forum program\u003c/a>. Paul edits the New York Times Book Review and co-authored, with Maria Russo, the book \u003cem>\u003ca href=\"https://www.nytimes.com/guides/books/how-to-raise-a-reader\" target=\"_blank\" rel=\"noopener\">How to Raise a Reader\u003c/a>\u003c/em>.\u003c/p>\n\u003cp>Paul understands parental anxiety about setting children up for success -- she has three children herself -- but she reminds parents that it’s the teacher's job to teach kids how to read. They are the ones focused on raising reading levels and giving assessments to determine reading levels. If parents focus too much on their child’s reading level, obsessing over what group they’re in and how they compare to other students, they risk making reading seem like a chore to their kids.\u003c/p>\n\u003cp>“I have a lot of sympathy for teachers and a lot of times it’s not their choice,” Paul said. “It may be state or district imposed.” But she says the best way parents can support teachers is to help their child learn to love reading. And sometimes that means \u003ca href=\"https://www.kqed.org/mindshift/39760/how-do-you-foster-a-love-of-reading-in-young-children\" target=\"_blank\" rel=\"noopener\">protecting a space at home\u003c/a> where kids can read whatever they like, even if it’s below their grade level, or not what adults might consider to be “good” literature.\u003c/p>\n\u003cp>“The last thing you should do is put pressure on them,” Paul said. “Because that kid, believe me, he knows he’s at that level and he feels bad about it.” Feeling bad at something usually isn’t fun, so if a kid is reminded of their reading level at home, he probably won’t want to read for pleasure.\u003cbr>\n\u003cstrong>\u003cbr>\nParental Attitudes Toward Books Matter\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It does start with the parent,” Paul said. “So even if you haven’t been reading a lot, it is important to bring books into your life because kids look to their parents as role models.” For parents who aren’t already big readers, she suggests that parenthood could be a chance to make good on those resolutions to read more.\u003c/p>\n\u003cp>She recommends starting a reading routine with infants, even though it may seem like they aren’t getting much out of books at that age. For one thing, it can help parents, who may not have ever read aloud, get comfortable with the idea. Reading time can become a daily ritual for connection, child snuggling with their parent, hearing their voice, playing with the pages. From a very early age, kids are building positive memories and associations with reading.\u003c/p>\n\u003cp>And there’s no reason this protected time has to stop as children grow older, Paul said. People love stories — that’s why audiobooks and podcasts are so popular. Many parents, and teachers, continue to \u003ca href=\"https://www.kqed.org/mindshift/28582/why-reading-aloud-to-older-children-is-valuable\" target=\"_blank\" rel=\"noopener\">read to older kids\u003c/a> who continue to find it pleasurable. Reading a book aloud together also gives parents an opportunity to start conversations with their kids about the book or its themes.\u003c/p>\n\u003cp>Paul also points to research showing that mothers are more likely than fathers to read to their children, and that both parents are more likely to read to their daughters than to their sons. Paul hopes parents are mindful of these gender gaps and work to reverse them. The research shows that \u003ca href=\"https://www.theatlantic.com/education/archive/2018/09/why-girls-are-better-reading-boys/571429/\" target=\"_blank\" rel=\"noopener\">girls are often more avid readers than boys\u003c/a>, a trend that parents may inadvertently be perpetuating from an early age.\u003c/p>\n\u003cp>Paul also recommends surrounding kids with books at home. Put books in every room. Stack them on the coffee table, in the TV room, put them in the bathroom, make it easy for kids to pick up a book wherever they are. She even suggests sneakier tactics, like piling books about turtles on the coffee table if a child just mentioned being interested in them, for example.\u003c/p>\n\u003cp>She also understands the temptation to hand kids a phone or iPad when waiting in line at the grocery store or at the doctor’s office. But, those are also perfect moments to pull out a book. She recommends parents always have one or two along for those moments.\u003c/p>\n\u003cp>The goal is to develop an \u003ca href=\"https://www.kqed.org/mindshift/46501/how-to-help-students-develop-a-love-of-reading\" target=\"_blank\" rel=\"noopener\">intrinsic love of reading\u003c/a>, so make reading special. In her house, Paul’s kids have a set bedtime. But they are allowed to stay up \u003ca href=\"https://www.kqed.org/mindshift/29045/the-case-for-preserving-the-pleasure-of-deep-reading\" target=\"_blank\" rel=\"noopener\">30 minutes longer\u003c/a> if they are reading in bed. This type of strategy makes reading special, a treat that comes with privileges. That’s very different from rewarding a child for reading with candy or screen time -- extrinsic rewards that send the message that reading must not be very fun.\u003c/p>\n\u003cp>And since technology is often the alternative to reading, Paul recommends\u003ca href=\"https://www.kqed.org/mindshift/53992/how-parents-can-model-better-screen-time-behavior-for-their-kids\" target=\"_blank\" rel=\"noopener\"> parents follow the same rules\u003c/a> they set for kids. If there’s a rule of no phones at the table, that goes for parents, too. And if there’s a no screens after 8 o’clock rule, with those last few minutes before bed being reading time, that goes for parents, too.\u003cbr>\n\u003cstrong>\u003cbr>\nLet Kids Read What They Want\u003c/strong>\u003c/p>\n\u003cp>In the spirit of making reading pleasurable, Paul reminds parents not to judge what their kids read. It may not be high literature, but that’s all right. Comics, books about baseball statistics, fantasy, graphic novels, these are all great forms of reading. Just as adults sometimes like to enjoy a trashy read, kids do, too. That doesn’t mean they aren’t starting to learn the difference between good and bad writing.\u003c/p>\n\u003cp>“If you want kids to read, they need to have what they want to read around them,” Paul said.\u003c/p>\n\u003cp>Some parents worry that if they let their children choose what they read, they will encounter subjects or language that is inappropriate for them. Paul isn’t too worried about this issue. She points out that most kids will skip over the parts of books for which they aren’t developmentally ready.\u003c/p>\n\u003cp>“Kids take in what they’re ready for,” she said. And often, the other stuff doesn’t quite register. But if it does, Paul would much rather kids get their first exposure to sensitive topics from a book, which has been carefully edited, rather than from the internet or friends, where misinformation abounds.\u003c/p>\n\u003cp>And there are more great young adult books available than ever before, many of which tackle the exact themes that concern young people. Authors are taking on identity, social justice and family issues.\u003c/p>\n\u003cp>“Really good books can validate a situation and help a child feel not so alone,” Paul said.\u003c/p>\n\u003cp>Or, on the flip side, books may offer children a window into experiences they didn’t realize other kids their age were having. That builds empathy. Rather than being scared that kids will encounter difficult topics, parents can use these reading experiences as jumping-off points for more nuanced conversations.\u003c/p>\n\u003cp>Paul remembers when her 10-year-old daughter came to her and asked for help with a word she didn’t know -- heroin. The book was about how the opioid epidemic was affecting a young girl’s family. Paul admits she was surprised, but she’s glad her daughter is building an awareness of what other families may be dealing with. And, she was glad the book contextualized the issue, not glorifying drug use in any way.\u003c/p>\n\u003cp>\u003cstrong>What About Teens Who Won’t Read Anymore?\u003c/strong>\u003c/p>\n\u003cp>This exact scenario happened to Maria Russo, co-author of \u003cem>How To Raise A Reader\u003c/em>. She followed all the practices she recommends in the book and her daughter was an avid reader for most of her childhood. But then, when she was a teenager, she abruptly stopped.\u003c/p>\n\u003cp>Adolescence is a time of incredible change, often accompanied by the desire to rebel. Young people are defining their identity in new ways, often in opposition to their parents, at least at first. Therefore, it’s no surprise that they may drop habits from their earlier life as they figure out who they want to be. Give them time: They may pick reading up again later, as Russo’s daughter did.\u003c/p>\n\u003cp>As with many aspects of parenting teenagers, parents have to walk a line between giving their kids independence and support. When it comes to reading, it may be that kids just need the right book at the right time. Maybe it’s a book about a social issue she’s involved with, or an athlete’s biography. Maybe the book that will get that child reading again is one that reflects his or her racial identity or sexual orientation. Or maybe that teen is tired of reading about people his age and wants something a bit more adult.\u003c/p>\n\u003cp>Paul suggests rearranging the bookshelves at home to make it easier for a kid to stumble upon something she’s interested in reading. Maybe organize all the fiction and nonfiction together, or subtly turn books that might appeal with the book cover out, so it’s more enticing.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The overall message Paul wants parents to hear is not to let anxiety about how well a child is reading at school get in the way of encouraging them to enjoy it. Read together as a family. Model reading as a fun activity. Give books as gifts, or make trips to the library a regular part of the family routine. Make books the easy choice of entertainment, and reading a special treat all on its own.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp class=\"p1\">The act of reading and decoding text is a complex feat of the human brain. Mass literacy is a recent phenomenon, but so much of a person’s chances for academic and professional success depend on their ability to read.\u003c/p>\n\u003cp class=\"p1\">But millions of Americans struggle to read and it’s often because they have dyslexia. An estimated five to 20 percent of kids are dyslexic but some don’t realize it. These students’ dyslexia go unnoticed and they struggle in school with feelings of inadequacy. Others fight to get basic services required by federal law. There are countless stories of dyslexic students who feel frustrated by their struggles with reading and act out in schools. It’s so important for parents, educators and students to understand the signs of dyslexia and find ways to help.\u003c/p>\n\u003cp class=\"p1\">That’s why we published the \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">\u003cstrong>MindShift Guide to Understanding Dyslexia\u003c/strong>\u003c/a>. Reporter \u003ca href=\"https://twitter.com/HKorbey\">Holly Korbey\u003c/a> has written extensively on dyslexia for MindShift and she’s created this guide to help deepen your understanding. It’s readily available as a \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">41-page PDF\u003c/a> that's easy to print and make notes in the margins.\u003c/p>\n\u003cp class=\"p1\">In this guide, you’ll learn about:\u003c/p>\n\u003cul>\n\u003cli class=\"p1\">How to recognize dyslexia in children, including multilingual English Language Learners\u003c/li>\n\u003cli>Teaching techniques for educators\u003c/li>\n\u003cli class=\"p1\">Helpful technology aids\u003c/li>\n\u003cli class=\"p1\">How parents can prepare for an Individualized Education Program (IEP) meeting\u003cspan class=\"Apple-converted-space\"> \u003c/span>\u003c/li>\n\u003cli class=\"p1\">How adults with dyslexia managed their education experience\u003c/li>\n\u003c/ul>\n\u003cp>You can read each section separately as a web article by chapter:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/54869/why-understanding-dyslexia-matters\">Intro: Why Understanding Dyslexia Matters\u003c/a>\u003cbr>\n\u003ca href=\"https://www.kqed.org/mindshift/54872/how-dyslexia-is-a-different-brain-not-a-disease\">Chapter 1: How Dyslexia is a Different Brain, Not a Disease\u003c/a>\u003cbr>\n\u003ca href=\"https://www.kqed.org/mindshift/54900/how-to-recognize-dyslexia-in-children-including-english-language-learners\">Chapter 2: \u003c/a>\u003ca href=\"https://www.kqed.org/mindshift/54900/how-to-recognize-dyslexia-in-children-including-english-language-learners\">How to Recognize Dyslexia in Children, Including English Language Learners\u003c/a>\u003cbr>\n\u003ca href=\"https://www.kqed.org/mindshift/54904/how-schools-can-help-dyslexic-students-with-reading\">Chapter 3: How Schools Can Help Dyslexic Students with Reading \u003c/a>\u003cbr>\n\u003ca href=\"https://www.kqed.org/mindshift/54917/how-parents-can-help-their-dyslexic-child-get-needed-support\">Chapter 4: How Parents Can Help Their Dyslexic Child Get Needed Support\u003c/a>\u003cbr>\n\u003ca href=\"https://www.kqed.org/mindshift/54921/technology-tools-that-can-help-dyslexic-students\">Chapter 5: Technology Tools That Can Help Dyslexic Students\u003c/a>\u003cbr>\n\u003ca href=\"https://www.kqed.org/mindshift/54924/learning-with-dyslexia-and-creating-a-path-to-success\">Chapter 6: Learning with Dyslexia and Creating a Path to Success\u003c/a>\u003c/p>\n\u003cp>Click on this link for a \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">\u003cstrong>printable PDF\u003c/strong>\u003c/a> of the \u003cstrong>\u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">MindShift Guide to Understanding Dyslexia\u003c/a>.\u003c/strong>\u003c/p>\n\u003cp class=\"p1\">We hope you find this guide helpful. If you have questions or want to talk with us about the guide, please send us \u003ca href=\"mindshift@kqed.org\">an email. \u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">The act of reading and decoding text is a complex feat of the human brain. Mass literacy is a recent phenomenon, but so much of a person’s chances for academic and professional success depend on their ability to read.\u003c/p>\n\u003cp class=\"p1\">But millions of Americans struggle to read and it’s often because they have dyslexia. An estimated five to 20 percent of kids are dyslexic but some don’t realize it. These students’ dyslexia go unnoticed and they struggle in school with feelings of inadequacy. Others fight to get basic services required by federal law. There are countless stories of dyslexic students who feel frustrated by their struggles with reading and act out in schools. It’s so important for parents, educators and students to understand the signs of dyslexia and find ways to help.\u003c/p>\n\u003cp class=\"p1\">That’s why we published the \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">\u003cstrong>MindShift Guide to Understanding Dyslexia\u003c/strong>\u003c/a>. Reporter \u003ca href=\"https://twitter.com/HKorbey\">Holly Korbey\u003c/a> has written extensively on dyslexia for MindShift and she’s created this guide to help deepen your understanding. It’s readily available as a \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">41-page PDF\u003c/a> that's easy to print and make notes in the margins.\u003c/p>\n\u003cp class=\"p1\">In this guide, you’ll learn about:\u003c/p>\n\u003cul>\n\u003cli class=\"p1\">How to recognize dyslexia in children, including multilingual English Language Learners\u003c/li>\n\u003cli>Teaching techniques for educators\u003c/li>\n\u003cli class=\"p1\">Helpful technology aids\u003c/li>\n\u003cli class=\"p1\">How parents can prepare for an Individualized Education Program (IEP) meeting\u003cspan class=\"Apple-converted-space\"> \u003c/span>\u003c/li>\n\u003cli class=\"p1\">How adults with dyslexia managed their education experience\u003c/li>\n\u003c/ul>\n\u003cp>You can read each section separately as a web article by chapter:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/54869/why-understanding-dyslexia-matters\">Intro: Why Understanding Dyslexia Matters\u003c/a>\u003cbr>\n\u003ca href=\"https://www.kqed.org/mindshift/54872/how-dyslexia-is-a-different-brain-not-a-disease\">Chapter 1: How Dyslexia is a Different Brain, Not a Disease\u003c/a>\u003cbr>\n\u003ca href=\"https://www.kqed.org/mindshift/54900/how-to-recognize-dyslexia-in-children-including-english-language-learners\">Chapter 2: \u003c/a>\u003ca href=\"https://www.kqed.org/mindshift/54900/how-to-recognize-dyslexia-in-children-including-english-language-learners\">How to Recognize Dyslexia in Children, Including English Language Learners\u003c/a>\u003cbr>\n\u003ca href=\"https://www.kqed.org/mindshift/54904/how-schools-can-help-dyslexic-students-with-reading\">Chapter 3: How Schools Can Help Dyslexic Students with Reading \u003c/a>\u003cbr>\n\u003ca href=\"https://www.kqed.org/mindshift/54917/how-parents-can-help-their-dyslexic-child-get-needed-support\">Chapter 4: How Parents Can Help Their Dyslexic Child Get Needed Support\u003c/a>\u003cbr>\n\u003ca href=\"https://www.kqed.org/mindshift/54921/technology-tools-that-can-help-dyslexic-students\">Chapter 5: Technology Tools That Can Help Dyslexic Students\u003c/a>\u003cbr>\n\u003ca href=\"https://www.kqed.org/mindshift/54924/learning-with-dyslexia-and-creating-a-path-to-success\">Chapter 6: Learning with Dyslexia and Creating a Path to Success\u003c/a>\u003c/p>\n\u003cp>Click on this link for a \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">\u003cstrong>printable PDF\u003c/strong>\u003c/a> of the \u003cstrong>\u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">MindShift Guide to Understanding Dyslexia\u003c/a>.\u003c/strong>\u003c/p>\n\u003cp class=\"p1\">We hope you find this guide helpful. If you have questions or want to talk with us about the guide, please send us \u003ca href=\"mindshift@kqed.org\">an email. \u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Why Deeply Diving Into Content Could Be the Key to Reading Comprehension",
"title": "Why Deeply Diving Into Content Could Be the Key to Reading Comprehension",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>A lot of people are concerned that American kids aren't learning to read. And rightly so. The \u003ca href=\"https://www.nationsreportcard.gov/reading_2017/nation/achievement?grade=4\" target=\"_blank\" rel=\"noopener\">National Assessment of Educational Progress (NAEP) shows \u003c/a>only about a third of fourth-graders are proficient in reading. Much of the \u003ca href=\"https://www.apmreports.org/story/2019/08/22/whats-wrong-how-schools-teach-reading\" target=\"_blank\" rel=\"noopener\">recent debate\u003c/a> has been a return to an old battle between advocates of phonics instruction versus those who favor a whole-language approach to teaching the building blocks of reading. But that debate focuses on early learning and the mechanics of reading. Education journalist \u003ca href=\"https://nataliewexler.com/\" target=\"_blank\" rel=\"noopener\">Natalie Wexler\u003c/a> has a whole different argument to make that \u003ca href=\"https://www.kqed.org/mindshift/54054/how-testing-kids-for-skills-hurts-those-lacking-knowledge\" target=\"_blank\" rel=\"noopener\">focuses on why kids often don’t comprehend what they read\u003c/a>.\u003c/p>\n\u003cp>“There are really two different aspects to reading,” said Wexler on \u003ca href=\"https://www.kqed.org/forum/2010101872903/closing-the-knowledge-gap-through-content-rich-primary-education\" target=\"_blank\" rel=\"noopener\">KQED’s Forum program\u003c/a>. \"One is decoding, just matching sounds to letters. That really is a set of skills that you need to be taught directly. But reading comprehension skills are different.\"\u003c/p>\n\u003cp>[pullquote size='medium' align='right' citation='Natalie Wexler, author of \u003cem>The Knowledge Gap\u003c/em>']'If kids don't have the vocabulary and knowledge to read the passage in the first place, they're not going to be able to find the main idea.'[/pullquote]\u003c/p>\n\u003cp>Wexler contends that most elementary schools teach reading comprehension as free-floating skills, detached from the content a child is reading. The teacher is focused on teaching students how to make inferences or find the main idea, regardless of the topic. For her book, \"\u003ca href=\"https://www.penguinrandomhouse.com/books/547653/the-knowledge-gap-by-natalie-wexler/9780735213555\" target=\"_blank\" rel=\"noopener\">The Knowledge Gap: The Hidden Cause of America’s Broken Education System–and How to Fix It\u003c/a>,\" Wexler dove deeply into the \u003ca href=\"https://www.kqed.org/mindshift/54470/why-content-knowledge-is-crucial-to-effective-critical-thinking\">cognitive science of reading\u003c/a>. She found that\u003ca href=\"https://www.aft.org/periodical/american-educator/spring-2006/how-knowledge-helps\" target=\"_blank\" rel=\"noopener\"> cognitive scientists have agreed for decades\u003c/a> that the most important element of reading comprehension is knowledge and vocabulary about the topic.\u003c/p>\n\u003cp>There’s an iconic experiment researchers like to cite from the 1980s \u003ca href=\"https://www.literacyhow.org/wp-content/uploads/2016/03/Effect-of-Prior-Knowledge-on-Good-and-Poor-Readers-Memory-of-Text.pdf\" target=\"_blank\" rel=\"noopener\">about baseball\u003c/a>. Researchers chose baseball because it’s the type of topic that kids who might not be all-around good readers would know something about. The goal of the study was to figure out what was more important to reading comprehension: general reading skills or knowledge of the topic.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“What they found was the kids who knew about baseball did very well, regardless of whether they tested as good or poor readers,” Wexler said. And even more telling, the kids who knew more about baseball, but had been identified as “poor” readers, performed better on the baseball-focused reading comprehension task than children who were deemed “good” readers, but who didn’t know much about baseball. Wexler says that study has been replicated in many other contexts.\u003c/p>\n\u003cp>[youtube https://www.youtube.com/watch?v=RiP-ijdxqEc&w=640&h=360]\u003c/p>\n\u003cp>This “knowledge gap” that concerns Wexler also helps explain the achievement gap. Largely mirroring \u003ca href=\"https://www.brookings.edu/blog/social-mobility-memos/2018/01/11/raj-chetty-in-14-charts-big-findings-on-opportunity-and-mobility-we-should-know/\" target=\"_blank\" rel=\"noopener\">growing income inequality\u003c/a>, the achievement gap has remained stubbornly wide, despite concentrated efforts to close it. Wexler contends it’s not just about being rich or poor, \u003ca href=\"https://eric.ed.gov/?id=EJ1050199\" target=\"_blank\" rel=\"noopener\">it’s about the education level of parents\u003c/a>. And, generally speaking, wealthier parents are more highly educated.\u003c/p>\n\u003cp>“Children with highly educated parents are immersed in sophisticated knowledge and vocabulary from birth, so they start school with more of that type of knowledge,” Wexler said. And, when they get to school, they continue to build on all that they knew before, whereas less affluent children often start school with less exposure to knowledge, and the gap only widens.\u003c/p>\n\u003cp>“So if schools are not providing [content-rich curriculum] in a systematic way, they can get to high school with huge, really crippling gaps in their knowledge,” Wexler said.\u003c/p>\n\u003cp>The severity of this comprehension gap often doesn’t make itself \u003ca href=\"https://chalkbeat.org/posts/us/2019/09/16/knowledge-gap-author-natalie-wexler/\" target=\"_blank\" rel=\"noopener\">fully known until high school\u003c/a>, when teachers assume students have more knowledge, the content is more complicated, and the texts more complex. Worse, Wexler said, tests designed to measure reading play into the idea that reading comprehension skills are generalizable.\u003c/p>\n\u003cp>“I’m not against testing per se,” Wexler said. \"Testing has uncovered a lot of deficiencies that were hidden before. It has revealed these gaps and that’s important information to have. The problem with reading tests is they seem to be testing these general skills.”\u003c/p>\n\u003cp>When kids sit down to take their standardized reading test, most often \u003ca href=\"https://www.kqed.org/mindshift/49773/are-we-thinking-about-reading-comprehension-all-wrong\" target=\"_blank\" rel=\"noopener\">the passages aren’t about anything they’ve been learning\u003c/a> in class. In fact, they’re designed that way, to prevent any group from having an advantage. But Wexler contends most elementary schools aren’t teaching kids much content anyway. Instead, they read one-off articles about a topic that allow kids to practice the “skills” of reading comprehension.\u003c/p>\n\u003cp>“If kids don’t have the vocab and knowledge to read the passage in the first place, they’re not going to be able to find the main idea, or whatever,” Wexler said.\u003c/p>\n\u003cp>She also points out that the type of knowledge she’s talking about, the kind that leads to really good comprehension, is a long-term project. Each bit of knowledge builds on something that came before, so it can’t be measured in one or two year increments. It’s something that continues from year to year.\u003c/p>\n\u003cp>“If we want change to occur, we can’t just rely on teachers alone to do it,” Wexler said. “They do need to be on board, but building knowledge is a gradual, cumulative process and one teacher is not going to be able to do it.”\u003c/p>\n\u003cp>That’s why she’s excited to see some states dipping a toe into content-rich curriculum. Ironically it’s Louisiana, a state at the bottom of most measures of educational quality, that is pioneering \u003ca href=\"https://www.louisianabelieves.com/academics/louisiana-content-leaders\" target=\"_blank\" rel=\"noopener\">content-based curricula\u003c/a> and tests that align to it. The state is also experimenting with giving a reading test to students that covers topics they’ve covered in English and social studies.\u003c/p>\n\u003cp>“This both levels the playing field for kids, and it also gives teachers an incentive to focus on content and not these illusory skills,” Wexler said.\u003c/p>\n\u003cp>While the results of Louisiana’s experiment aren’t known yet, France inadvertently provided a massive case study on content-rich curriculum in 1989. \u003ca href=\"https://www.coreknowledge.org/about-us/e-d-hirsch-jr/articles-e-d-hirsch-jr/\" target=\"_blank\" rel=\"noopener\">E.D.Hirsch\u003c/a> details the change in his book, \"Why Knowledge Matters.\" French lawmakers passed legislation changing elementary school education in France to a skills-based approach to reading. Prior to 1989, the national curriculum had been focused on content. French children performed fairly well compared to their international peers, and wealthy kids performed at about the same level as poorer kids.\u003c/p>\n\u003cp>After the switch, however, things changed. In just a few decades, French children’s performance on international tests overall declined and the gap between wealthier and poorer students grew.\u003c/p>\n\u003cp>\u003cstrong>What Should Teaching Reading Look Like, Then?\u003c/strong>\u003c/p>\n\u003cp>For Wexler, it would be ideal for elementary school classrooms to dig into one topic for several weeks. Teachers could use read-alouds to expose children to complex texts, ones with more complicated syntax and vocabulary. In this way, kids learn about the topic and become familiar with the vocabulary. Together the class could discuss those ideas and connect them to the information they’ve already learned. Then, students might read simpler texts on their own about the same topic, but they will already be primed with some background knowledge and vocabulary.\u003c/p>\n\u003cp>[pullquote size='medium' align='left' citation='Natalie Wexler']'There's much more that even kids living in difficult situations could be learning in school. We're not even trying to teach them anything substantive. And not only is that unfair to them and damaging for their future chances, but it's really boring.'[/pullquote]\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/48112/how-do-you-know-when-a-teaching-strategy-is-most-effective-john-hattie-has-an-idea\" target=\"_blank\" rel=\"noopener\">After students have learned a fair amount of background knowledge\u003c/a> from the teacher, in discussion, and from their own reading, they might \u003ca href=\"https://www.kqed.org/mindshift/50620/how-to-ease-students-into-independent-inquiry-projects\" target=\"_blank\" rel=\"noopener\">dive into an inquiry project\u003c/a> to investigate an area of particular interest to them. Wexler is concerned that some progressively-minded educators throw students into project-based learning or an independent inquiry when they don’t yet have much background knowledge on the topic. In that case, it may favor kids from more affluent families.\u003c/p>\n\u003cp>“When kids or people generally don’t know much about a topic, it’s going to be very inefficient for them to learn by inquiry or discovery,” Wexler said. And, how would a child know if they’re interested in learning more about dinosaurs or space exploration if they haven’t been exposed to those topics before?\u003c/p>\n\u003cp>“There’s much more that even kids living in difficult situations could be learning in school,” Wexler said. “We’re not even trying to teach them anything substantive. And not only is that unfair to them and damaging for their future chances, but it’s really boring.”\u003c/p>\n\u003cp>For her research on “The Knowledge Gap,” Wexler spent time in two Washington, D.C., classrooms that primarily serve low-income children of color. The only real difference, she said, was that one class taught reading through the typical, skills-based curriculum approach, while the other used a content-rich curriculum.\u003c/p>\n\u003cp>“The kids in the content-focused classrooms were having these rich, interesting discussions,” Wexler said. “They were using vocabulary like revenge, opponent and labyrinth.” And many of these students didn’t speak English as their first language and were still mastering it.\u003c/p>\n\u003cp>Wexler \u003ca href=\"https://www.theatlantic.com/education/archive/2016/09/dont-blame-the-teachers/500552/\" target=\"_blank\" rel=\"noopener\">doesn’t blame teachers\u003c/a> for the gap between the research on reading comprehension and how it is taught. She points to an entire education system oriented toward curricula organized by skill, tests designed to measure those skills, and the slow pace at which learning science makes its way into real classrooms. She hopes informed parents can push for curriculum reform because it shouldn’t be the job of individual teachers to develop content-rich curriculum from scratch.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“Where they need to really devote their efforts is in adapting a curriculum,” Wexler said. The district should provide them with a high-quality curriculum, support in teaching it, and freedom to adapt it to their needs and students.\u003c/p>\n\n",
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"excerpt": "Natalie Wexler contends that elementary schools have been teaching reading comprehension as a bundle of skills that can be applied to any text. In reality, cognitive scientists have known for years that knowledge and vocabulary play an outsized role.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A lot of people are concerned that American kids aren't learning to read. And rightly so. The \u003ca href=\"https://www.nationsreportcard.gov/reading_2017/nation/achievement?grade=4\" target=\"_blank\" rel=\"noopener\">National Assessment of Educational Progress (NAEP) shows \u003c/a>only about a third of fourth-graders are proficient in reading. Much of the \u003ca href=\"https://www.apmreports.org/story/2019/08/22/whats-wrong-how-schools-teach-reading\" target=\"_blank\" rel=\"noopener\">recent debate\u003c/a> has been a return to an old battle between advocates of phonics instruction versus those who favor a whole-language approach to teaching the building blocks of reading. But that debate focuses on early learning and the mechanics of reading. Education journalist \u003ca href=\"https://nataliewexler.com/\" target=\"_blank\" rel=\"noopener\">Natalie Wexler\u003c/a> has a whole different argument to make that \u003ca href=\"https://www.kqed.org/mindshift/54054/how-testing-kids-for-skills-hurts-those-lacking-knowledge\" target=\"_blank\" rel=\"noopener\">focuses on why kids often don’t comprehend what they read\u003c/a>.\u003c/p>\n\u003cp>“There are really two different aspects to reading,” said Wexler on \u003ca href=\"https://www.kqed.org/forum/2010101872903/closing-the-knowledge-gap-through-content-rich-primary-education\" target=\"_blank\" rel=\"noopener\">KQED’s Forum program\u003c/a>. \"One is decoding, just matching sounds to letters. That really is a set of skills that you need to be taught directly. But reading comprehension skills are different.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Wexler contends that most elementary schools teach reading comprehension as free-floating skills, detached from the content a child is reading. The teacher is focused on teaching students how to make inferences or find the main idea, regardless of the topic. For her book, \"\u003ca href=\"https://www.penguinrandomhouse.com/books/547653/the-knowledge-gap-by-natalie-wexler/9780735213555\" target=\"_blank\" rel=\"noopener\">The Knowledge Gap: The Hidden Cause of America’s Broken Education System–and How to Fix It\u003c/a>,\" Wexler dove deeply into the \u003ca href=\"https://www.kqed.org/mindshift/54470/why-content-knowledge-is-crucial-to-effective-critical-thinking\">cognitive science of reading\u003c/a>. She found that\u003ca href=\"https://www.aft.org/periodical/american-educator/spring-2006/how-knowledge-helps\" target=\"_blank\" rel=\"noopener\"> cognitive scientists have agreed for decades\u003c/a> that the most important element of reading comprehension is knowledge and vocabulary about the topic.\u003c/p>\n\u003cp>There’s an iconic experiment researchers like to cite from the 1980s \u003ca href=\"https://www.literacyhow.org/wp-content/uploads/2016/03/Effect-of-Prior-Knowledge-on-Good-and-Poor-Readers-Memory-of-Text.pdf\" target=\"_blank\" rel=\"noopener\">about baseball\u003c/a>. Researchers chose baseball because it’s the type of topic that kids who might not be all-around good readers would know something about. The goal of the study was to figure out what was more important to reading comprehension: general reading skills or knowledge of the topic.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“What they found was the kids who knew about baseball did very well, regardless of whether they tested as good or poor readers,” Wexler said. And even more telling, the kids who knew more about baseball, but had been identified as “poor” readers, performed better on the baseball-focused reading comprehension task than children who were deemed “good” readers, but who didn’t know much about baseball. Wexler says that study has been replicated in many other contexts.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/RiP-ijdxqEc'\n title='//www.youtube.com/embed/RiP-ijdxqEc'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>This “knowledge gap” that concerns Wexler also helps explain the achievement gap. Largely mirroring \u003ca href=\"https://www.brookings.edu/blog/social-mobility-memos/2018/01/11/raj-chetty-in-14-charts-big-findings-on-opportunity-and-mobility-we-should-know/\" target=\"_blank\" rel=\"noopener\">growing income inequality\u003c/a>, the achievement gap has remained stubbornly wide, despite concentrated efforts to close it. Wexler contends it’s not just about being rich or poor, \u003ca href=\"https://eric.ed.gov/?id=EJ1050199\" target=\"_blank\" rel=\"noopener\">it’s about the education level of parents\u003c/a>. And, generally speaking, wealthier parents are more highly educated.\u003c/p>\n\u003cp>“Children with highly educated parents are immersed in sophisticated knowledge and vocabulary from birth, so they start school with more of that type of knowledge,” Wexler said. And, when they get to school, they continue to build on all that they knew before, whereas less affluent children often start school with less exposure to knowledge, and the gap only widens.\u003c/p>\n\u003cp>“So if schools are not providing [content-rich curriculum] in a systematic way, they can get to high school with huge, really crippling gaps in their knowledge,” Wexler said.\u003c/p>\n\u003cp>The severity of this comprehension gap often doesn’t make itself \u003ca href=\"https://chalkbeat.org/posts/us/2019/09/16/knowledge-gap-author-natalie-wexler/\" target=\"_blank\" rel=\"noopener\">fully known until high school\u003c/a>, when teachers assume students have more knowledge, the content is more complicated, and the texts more complex. Worse, Wexler said, tests designed to measure reading play into the idea that reading comprehension skills are generalizable.\u003c/p>\n\u003cp>“I’m not against testing per se,” Wexler said. \"Testing has uncovered a lot of deficiencies that were hidden before. It has revealed these gaps and that’s important information to have. The problem with reading tests is they seem to be testing these general skills.”\u003c/p>\n\u003cp>When kids sit down to take their standardized reading test, most often \u003ca href=\"https://www.kqed.org/mindshift/49773/are-we-thinking-about-reading-comprehension-all-wrong\" target=\"_blank\" rel=\"noopener\">the passages aren’t about anything they’ve been learning\u003c/a> in class. In fact, they’re designed that way, to prevent any group from having an advantage. But Wexler contends most elementary schools aren’t teaching kids much content anyway. Instead, they read one-off articles about a topic that allow kids to practice the “skills” of reading comprehension.\u003c/p>\n\u003cp>“If kids don’t have the vocab and knowledge to read the passage in the first place, they’re not going to be able to find the main idea, or whatever,” Wexler said.\u003c/p>\n\u003cp>She also points out that the type of knowledge she’s talking about, the kind that leads to really good comprehension, is a long-term project. Each bit of knowledge builds on something that came before, so it can’t be measured in one or two year increments. It’s something that continues from year to year.\u003c/p>\n\u003cp>“If we want change to occur, we can’t just rely on teachers alone to do it,” Wexler said. “They do need to be on board, but building knowledge is a gradual, cumulative process and one teacher is not going to be able to do it.”\u003c/p>\n\u003cp>That’s why she’s excited to see some states dipping a toe into content-rich curriculum. Ironically it’s Louisiana, a state at the bottom of most measures of educational quality, that is pioneering \u003ca href=\"https://www.louisianabelieves.com/academics/louisiana-content-leaders\" target=\"_blank\" rel=\"noopener\">content-based curricula\u003c/a> and tests that align to it. The state is also experimenting with giving a reading test to students that covers topics they’ve covered in English and social studies.\u003c/p>\n\u003cp>“This both levels the playing field for kids, and it also gives teachers an incentive to focus on content and not these illusory skills,” Wexler said.\u003c/p>\n\u003cp>While the results of Louisiana’s experiment aren’t known yet, France inadvertently provided a massive case study on content-rich curriculum in 1989. \u003ca href=\"https://www.coreknowledge.org/about-us/e-d-hirsch-jr/articles-e-d-hirsch-jr/\" target=\"_blank\" rel=\"noopener\">E.D.Hirsch\u003c/a> details the change in his book, \"Why Knowledge Matters.\" French lawmakers passed legislation changing elementary school education in France to a skills-based approach to reading. Prior to 1989, the national curriculum had been focused on content. French children performed fairly well compared to their international peers, and wealthy kids performed at about the same level as poorer kids.\u003c/p>\n\u003cp>After the switch, however, things changed. In just a few decades, French children’s performance on international tests overall declined and the gap between wealthier and poorer students grew.\u003c/p>\n\u003cp>\u003cstrong>What Should Teaching Reading Look Like, Then?\u003c/strong>\u003c/p>\n\u003cp>For Wexler, it would be ideal for elementary school classrooms to dig into one topic for several weeks. Teachers could use read-alouds to expose children to complex texts, ones with more complicated syntax and vocabulary. In this way, kids learn about the topic and become familiar with the vocabulary. Together the class could discuss those ideas and connect them to the information they’ve already learned. Then, students might read simpler texts on their own about the same topic, but they will already be primed with some background knowledge and vocabulary.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/48112/how-do-you-know-when-a-teaching-strategy-is-most-effective-john-hattie-has-an-idea\" target=\"_blank\" rel=\"noopener\">After students have learned a fair amount of background knowledge\u003c/a> from the teacher, in discussion, and from their own reading, they might \u003ca href=\"https://www.kqed.org/mindshift/50620/how-to-ease-students-into-independent-inquiry-projects\" target=\"_blank\" rel=\"noopener\">dive into an inquiry project\u003c/a> to investigate an area of particular interest to them. Wexler is concerned that some progressively-minded educators throw students into project-based learning or an independent inquiry when they don’t yet have much background knowledge on the topic. In that case, it may favor kids from more affluent families.\u003c/p>\n\u003cp>“When kids or people generally don’t know much about a topic, it’s going to be very inefficient for them to learn by inquiry or discovery,” Wexler said. And, how would a child know if they’re interested in learning more about dinosaurs or space exploration if they haven’t been exposed to those topics before?\u003c/p>\n\u003cp>“There’s much more that even kids living in difficult situations could be learning in school,” Wexler said. “We’re not even trying to teach them anything substantive. And not only is that unfair to them and damaging for their future chances, but it’s really boring.”\u003c/p>\n\u003cp>For her research on “The Knowledge Gap,” Wexler spent time in two Washington, D.C., classrooms that primarily serve low-income children of color. The only real difference, she said, was that one class taught reading through the typical, skills-based curriculum approach, while the other used a content-rich curriculum.\u003c/p>\n\u003cp>“The kids in the content-focused classrooms were having these rich, interesting discussions,” Wexler said. “They were using vocabulary like revenge, opponent and labyrinth.” And many of these students didn’t speak English as their first language and were still mastering it.\u003c/p>\n\u003cp>Wexler \u003ca href=\"https://www.theatlantic.com/education/archive/2016/09/dont-blame-the-teachers/500552/\" target=\"_blank\" rel=\"noopener\">doesn’t blame teachers\u003c/a> for the gap between the research on reading comprehension and how it is taught. She points to an entire education system oriented toward curricula organized by skill, tests designed to measure those skills, and the slow pace at which learning science makes its way into real classrooms. She hopes informed parents can push for curriculum reform because it shouldn’t be the job of individual teachers to develop content-rich curriculum from scratch.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
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"officialWebsiteLink": "/californiareport",
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"order": 8
},
"link": "/californiareport",
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},
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"id": "californiareportmagazine",
"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
"city-arts": {
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"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
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"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
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"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
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"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
"fresh-air": {
"id": "fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
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"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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"rss": "https://feeds.megaphone.fm/KQINC2275451163"
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"source": "WaitWhat"
},
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
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