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Dyslexic Advantage
ISSUE # 02
FEBRUARY NEWSLETTER
Mark
Ruffalo
The Hulk –
“I am
Dyslexic”
FREE Teacher Stuff:
Math
3 Technology
Must-Do’s for
DYSLEXIA
AT SCHOOL
DYSLEXIA AND ACCOMMODATIONS –
NEW ADA GUIDELINES 2016
FOR SCHOOL AND WORK
$2500
Scholarships
for Dyslexic
College Students
The Dyslexic Advantage Karina Eide Memorial Scholarship Program is
pleased to announce 16 scholarships of $2500 to dyslexic students
who are currently enrolled in college, university, technical or
vocational school. The purpose of these awards is to identify and
support the development of dyslexic students with outstanding future
potential who may not be qualified for other scholarships that are
based on grades or test scores. Scholarship funds are to be used to pay
tuition or other school-related expenses.
DEADLINE
Learn more: http://bit.ly/dyslexia-scholarship
Prefer Audio?
Send us your email and
we'll send the audio
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Thanks Spoken Layer!
CONTENTS
MARCH !st
FREE Autographed Copy of Dyslexic Advantage
for New 1 Year Subscribers - Ends Feb 14th!
Become a
Premium
Subscriber!
GO PREMIUM
ARTICLE
PAGE
New ADA Guidelines 2016 for School and Work
4-8
Free Teacher Stuff: Math - Bar Models for Place Values and More
9-10
Premium Magazine - February Preview
Mark Ruffalo-Avengers Incredible Hulk- "I am Dyslexic"
Dyslexia, Empathy, Wildlife – Ben Kilham and His Black Bears
MIT Media Lab Inventor: Nicholas Negroponte
Life’s Insights with Henry Winkler – Perseverance and More
Dyslexic Advantage Newsletter Sponsorship
11
12-13
14-15
16-17
18-20
21
3 Technology Must-Do’s for Dyslexia at School
22-24
READ Act HR 3033 Unanimously Passes the Senate!
25
The Wisdom of Pooh - Mindfulness
25
Daymond John and How He Sees His #Dyslexia as an Advantage
26-27
Research Opportunities
28
In Case You Missed It
28
Encouraging Students Through Creative Writing
29
Tell Us What You Think!
29
MIT Professor Cathy Drennan - What Every
Person with Dyslexia Should Know.
MUST SEE!
Dr Drennan's Full Dyslexia Story HERE.
At the Conference on Dyslexia and Innovation - made possible by a
generous grant from the Tremaine Foundation
DYSLEXIA AND ACCOMMO
NEW ADA GUIDELINES 2016 FOR SCH
The US Department of Justice just
released final regulations regarding the
implementation of the American for
Disabilities Act. “These rules clarify and
refine issues that have arisen over the
past 20 years and contain new and
updated requirements.”
The regulations should be shared with
ALL schools and workplaces when
requesting accommodations.
*
These clarifications are much needed
and address:
– reduced requirement to re-test if
previously qualified for
accommodations (prior and outside
testing should be generally accepted)
– students do not need to fail to be
provided with accommodations – some
students have been told students need
to be 2 grades behind
– students previously qualifying for
accommodations should be provided
with accommodations for college,
graduate school (MCAT, LSAT), licensing,
and trade examinations
– accommodations should be provided
in a timely manner
– individuals receiving accommodations
should not be ‘flagged’
The new documents address
problematic policies which have
required students and their families to
undergo frequent repeated costly
testing and denied gifted students
appropriate classroom placements.
ODATIONS –
HOOL AND WORK
The following are highlights:
“Examples of covered exams include:
-High school equivalency exams (such
as the GED);
-High school entrance exams (such as
the SSAT or ISEE);
-College entrance exams (such as the
SAT or ACT);
-Exams for admission to professional
schools (such as the LSAT or MCAT);
-Admissions exams for graduate
schools (such as the GRE or GMAT); and
-Licensing exams for trade purposes
(such as cosmetology), or;
-professional purposes (such as bar
exams or medical licensing exams,
including clinical assessments).
A person with a history of academic success
may still be a person with a disability who
is entitled to testing accommodations
under the ADA. A history of academic
success does not mean that a person does
not have a disability that requires testing
accommodations. For example, someone
with a learning disability may achieve a high
level of academic success, but may
nevertheless be substantially limited in one
or more of the major life activities of
reading, writing, speaking, or learning,
because of the additional time or effort he
or she must spend to read, write, speak, or
learn compared to most people in the
general population.
Testing entities must ensure that the
test scores of individuals with
disabilities accurately reflect the
individual’s aptitude or achievement
level or whatever skill the exam or
test is intended to measure. A testing
entity must administer its exam so
that it accurately reflects an
individual’s aptitude, achievement
level, or the skill that the exam
purports to measure, rather than the
individual’s impairment (except where
the impaired skill is one the exam
purports to measure).
Example: An individual may be entitled
to the use of a basic calculator during
exams as a testing accommodation. If
the objective of the test is to measure
one’s ability to solve algebra
equations, for example, and the ability
to perform basic math computations (e.
g., addition, subtraction, multiplication,
and division), is secondary to the
objective of the test, then a basic
calculator may be an appropriate
testing accommodation.”
Documentation. Any documentation if
required by a testing entity in support
of a request for testing
accommodations must be reasonable
and limited to the need for the
requested testing accommodations.
Requests for supporting
documentation should be narrowly
tailored to the information needed to
determine the nature of the
candidate’s disability and his or her
need for the requested testing
accommodation. Appropriate
documentation will vary depending on
the nature of the disability and the
specific testing accommodation
requested.
Examples of types of documentation
include:
-Recommendations of qualified
professionals;
-Proof of past testing accommodations;
-Observations by educators;
-Results of psycho-educational or other
professional evaluations;
-An applicant’s history of diagnosis; and
-An applicant’s statement of his or her
history regarding testing
accommodations.
Past Testing Accommodations. Proof of
past testing accommodations in similar
test settings is generally sufficient to
support a request for the same testing
accommodations for a current
standardized exam or other high-stakes
test.
Past Testing Accommodations on Similar
Standardized Exams or High-Stakes Tests.
If a candidate requests the same testing
accommodations he or she previously
received on a similar standardized exam
or high-stakes test, provides proof of
having received the previous testing
accommodations, and certifies his or her
current need for the testing
accommodations due to disability, then a
testing entity should generally grant the
same testing accommodations for the
current standardized exam or high-stakes
current standardized exam or highstakes test without requesting further
documentation from the candidate. So,
for example, a person with a disability
who receives a testing accommodation
to sit for the SAT should generally get
the same testing accommodation to
take the GRE, LSAC, or MCAT.
Formal Public School Accommodations.
If a candidate previously received
testing accommodations under an
Individualized Education Program (IEP)
4 or a Section 504 Plan,5 he or she
should generally receive the same
testing accommodations for a current
standardized exam or high-stakes test.
If a candidate shows the receipt of testing accommodations in his or her most
recent IEP or Section 504 Plan, and certifies his or her current need for the testing
accommodations due to disability, then a testing entity should generally grant
those same testing accommodations for the current standardized exam or highstakes test without requesting further documentation from the candidate. This
would include students with disabilities publicly-placed and funded in a private
school under the IDEA or Section 504 placement procedures whose IEP or Section
504 Plan addresses needed testing accommodations.
Example. Where a student with a
Section 504 Plan in place since
middle school that includes the
testing accommodations of extended
time and a quiet room is seeking
those same testing accommodations
for a high-stakes test, and certifies
that he or she still needs those testing
accommodations, the testing entity
receiving such documentation should
generally grant the request.
Private School Testing
Accommodations. If a candidate
received testing accommodations in
private school for similar tests under
a formal policy, he or she should
generally receive the same testing
accommodations....”
Online Class for Teachers
and Tutors: Teaching Creative Writing
to Dyslexic Students Starts Feb 22nd HERE
Learn More About the Class HERE
For your convenience, we are posting a
copy of this document below so that you
can DOWNLOAD, SAVE, PRINT, BRING TO
SCHOOL. It usually takes years for new
regulations and clarifications to get fully
implemented, so you may need to
inform your student’s teachers and
school.
He clarifies in the letter that “there is
nothing in the IDEA that would prohibit
the use of the terms dyslexia,
dyscalculia, and dysgraphia in IDEA
evaluation, eligibility determinations, or
IEP documents.” We will attach that
letter below also.
Please share these documents with
fellow parents and teachers, but also
principals, counselors, and other
professionals. You will be part of the
positive change.
Don’t forget too, that a formal letter of
guidance to all public schools has been
written by Department of Education
Michael Yudin recognizing the “unique
educational needs of children with
dyslexia, dyscalculia, and dysgraphia,
Be prepared for many people to not be
which are conditions that could qualify a aware of these documents (they were
child as a child with a specific learning
just published).
disability under the Individuals with
Disabilities Education Act (IDEA).
DOWNLOAD THE PDFS:
NEW ADA
GUIDELINES
DEPT of
EDUCATION
on
DYSLEXIA
Math: Bar Models
& ConcretePictoral-Abstract
Math word problems can
be difficult for dyslexic
students because of the
challenges in working
memory and language.
Using manipulatives like
math rods or bars can help
students grasp the
concept physically before
moving to abstract
concepts. Singapore math
uses the CPA approach - or
Concrete-PictoralAbstract, moving from a
concrete experience, then
drawing pictures, and
finally translating the
problem into abstract
math terms.
Free
Practice
Game Site
for
Modeling
Word
Problems
Concrete-Pictoral Steps in 2 Step Subtraction
Problems 2nd Grade - PLACE VALUE
Worksheets
Addition and
Subtraction
Bar Models
PDF
Worksheets
Mutiplication
Division
Bar Models
PDF
For more FREE
Resources on
Math and
Language,
GO PREMIUM!
FREE TEACHER
STUFF (continued)
How the Magazine
CPA model
can
be used
/ April,
2013
7
for teaching quadratic equations
(completing the square).
Top Dyslexia App 2016 - OneNote Learning Tools
Microsoft's global hackathon winners looked to
support dyslexic students (really all students)
and their teachers with their new FREE Learning
Tools for OneNote (Office 2013 & 2016). The
Learning Tools are completely free to download.
OneNote is also FREE and available on Windows,
Mac, iOS, Android, and Amazon. Some of these
capabilities used to cost over a thousand dollars,
and now they are free!
Highlights:
- Strong Speech to Text
- Reading Comprehension
mode - breaks down
words into syllables,
clauses
- Good Web clipping and
research organizer
Learn more about this new, free app by reading
our original article going to this interactive
training in Office Mix
February Premium
Magazine
Dyslexic Advantage
talks to the College
Board about the new
SAT, ADA regulations,
and accommodations
Recognizing Twice
Exceptional Students
and Differentiating
Education: Student
Examples
Dyslexia and Auditory
Processing + AUDITORY PROCESSING
SIMULATION
Phonics and
Multisensory Teaching
What are the Secrets
of Successful Dslexic
Entrepreneurs?
Spotlight on Dyscalculia
We are also opening a
new PREMIUM FORUM
for Questions - Please
ask your questions
HERE.
Every issue has Free downloads and
resources for parents, teachers, and
students.
GO PREMIUM!
SUBSCRIBE NOW
Just $5 per Month
- Exclusive Articles
- Free Downloadable
Resources for teachers and
Parents, and Professionals
- Videos and New Interviews
Mark Ruffalo-The Hu
“I am Dyslexic”
In a brief Twitter exchange, Mark
Ruffalo, aka The Hulk / Bruce Banner
from the Avengers shared that he was
dyslexic after being asked about why
he mentioned in an interview that he
had difficulty reading.
The multi-talented actor is an Oscar
nominee, director, producer, and
humanitarian activist. He also is the
dad of three dyslexic kids.
“I have three kids. I just want to get
them on the road in a healthy way
that’s going to give them the best
chances in the world that we live in...
I want to make sure that their
education chances are just as good as
anybody else’s, and that they’re not
left behind just because they have
learning differences.
From a Vanity Fair interview, Mark
also talks about ‘normal families’ and
his recent movie Infinitely Polar
where he plays a dad with manic
depression:
"I have kids with disabilities. All three
of my kids are dyslexic, and two of
them are ADHD. Now, we could put a
lot of shame, and there’s certain
schooling that does put a lot of
shame, on those aspects, but where
they’re going to school now, and the
way we’re dealing with it, is to be
upfront about it, accepting, and
without shame. And those kids are
prospering in that environment."
ulk
VANITY FAIR INTERVIEW
THE LABEL INTERVIEW
World Famous Lawyer David Boies often
talks about his dyslexia. He learned to
read with Marvel comics like Spiderman.
"All three of my
kids are dyslexic..."
Dyslexic MIND
Strengths Poster and
more in the
Dyslexic Advantage
Store!
OneNote Learning Tools
Dyslexia,
Empathy,
WildlifeBen Kilham and
His Black Bears
“While my dyslexia prevented me
from getting higher degrees, my
sensitivity to emotion, extreme
attention to detail capacity (which I
long considered a drawback) to think
in pictures rather than words have
proven immensely useful in studying
and understand the behavior of
animals.” – Ben Kilham, one of the
world’s authorities on black bears
that makes all the difference.
Ben’s story is an incredible one. By
studying bears closely, he learned
about their complex social
relationships, cooperation in harsh
winters when food supplies were
scaBen-Kilham-Dyslexiarce, and
discovered a new sense organ that
bears use to communicate.
For some, empathy is among their
Ben did finally receive his PhD last
greatest strengths. Empathy enables month in bear behavior.
people to see and understand from a Congratulations!
completely different perspective, and
for those in animal or wildlife fields,
MIT Dyslexia : Nich
on the Advantages o
“Many people who are
dyslexic are different
kinds of thinkers… you
learn by listening, you
learn by doing, you
learn by making…”
– Dr. Nicholas
Negroponte, Co-Founder
MIT Media Lab
holas Negroponte
of Dyslexic Thinkers
Listen to technology Pioneer Nicholas Negroponte
talk about his dyslexia. Negroponte co-founded
the MIT Media lab which invented GPS, wearable
technology, Lego Mindstorms, Electronic Ink,
Guitar Hero, Robotic Prostheses and much more.
To read more about Nicholas and the Beautiful
Minds of Dyslexic Mathematicians, read our
Dyslexic Advantage Premium Magazine Jan 2016
(page 22-27).
LIFE’S INSIGHTS WITH
HENRY WINKLER –
DYSLEXIA, TENACITY, AND MORE
"We have to teach
children how they
can learn, not what
we think they
should learn."
“He got his diploma in the mail only after taking the same
geometry class eight times in a row over the course of four years,
during the summers and regular school semesters, and finally
passing with a D-.
“All of that humiliation, and all of that frustration, and all of that
lack of self,” Winkler recalls. “I thought, ‘What, am I the only one
who’s not getting this? This is crazy. It means nothing in my life.”’
Thanks Atlantic Monthly for a great interview
with Henry Winkler, should we say Sir Henry
Winkler as he received an honorary Order of
the British Empire in 2011.
Excerpt: “Henry Winkler: First, let me just say
that I don’t even know what it is in my life that
[made this possible]. This has fallen out of the
heavens, and all of a sudden I’m part of a
writing team, all of a sudden I’m doing what
was one of the biggest fears in my life growing
up. I didn’t read books, and here I am writing
books that kids are laughing and identifying
with. That’s already a mind blower.
[Lin Oliver and I] met through a mutual friend,
who had suggested to me to write books about
my learning challenges for kids. When it first
happened [in 2002], when it was first
suggested that I write books, I said, “That’s
crazy—I’m stupid, I’m a terrible reader, I was
the worst student. I can’t write a book!” And I
dismissed it completely. About a year later
[my friend] suggested it again and said, “This
time I’ll introduce you to Lin Oliver.”
Wong: At that point, already in your late 50s,
you were still convinced you were stupid and
a terrible reader?
Winkler: There’s one of the first lessons that I
have learned along this journey: We as adults
cannot joke with kids about, “Ah, don’t be a
moron,” “Ah, act your age,” “Ah, you’re so
stupid.” If you do that when the child is young
enough and you do it often enough, the child
starts to wear it, wear that name-calling like a
sweater. And, see, if it fits, sometimes you just
imprint it on yourself—for the rest of your life
until you work it out … We have to teach
children how they can learn, not what we think
they should learn. That’s another thing that I
have learned on this journey…
We as adults
cannot joke with
kids about..“Ah,
act your age,”
“Ah, you’re so
stupid.” If you do
that when the
child is young
enough and you
do it often
enough, the child
starts to wear it,
wear that namecalling like a
sweater. …
Winkler is a co-author of a series of children's books
about Hank Zipzer, a 4th grade dyslexic boy.
(Photo Credits: walker.co.uk)
I tour around America, England, Italy
… And I’m telling you—the children,
they laugh at the same jokes, they
are the same. And when I ask them,
“Anybody know what they’re good
at?” every child knows what they’re
great at. They raise their hands as if
their arms are going to fly out of their
socket: logarithms, soccer, painting,
horseback riding, math, spelling,
being a friend … I wrote a book when
I was [in my 50s] because I was so
scared of all the words inside the
covers. I’m telling you, the potential
that we knowingly just leave behind,
just let drip on the floor like water
from a faucet, is shocking to me…
three lines smudgy. And I said
everything that was said to me: “Go
back upstairs. You didn’t put any time
in it. You’re being lazy. You’re not
concentrating. You’re so verbal,
you’re so funny, I know you can do it
put your mind to it.” He couldn’t write
the report. We had an occupational
therapist test him—and when we
went in for the result everything that
she said about our son was true about
me. And I thought, Oh my god—I’m
not stupid, I’m not lazy … And all of
that grounding, yelling, stress was for
nothing. Because I wasn’t going to get
it. And my son wasn’t going to get it.
Winkler: I am so angry at myself that I
I live by two words: tenacity and
wasted so much time not doing now
gratitude. Tenacity gets you where
what has become a passion—only
you want to go, and gratitude doesn’t because I said, “I can’t” instead of
allow you to be angry along the way. “You know what? I’m just going to try.
Then I know whether I can do it or
Winkler: My first son [and I], we went not.”
to visit the Hopi Nation [in Arizona] …
When we got home after all these
Beautifully said, Henry.
wonderful experiences, my son had
to write a report. And he wrote, like,
DYSLEXIC ADVANTAGE NEWSLETTER
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team “at” dyslexicadvantage.org
3 TECHNOLOGY
MUST-DO’S
FOR DYSLEXIA
AT SCHOOL
From a recent article: “My teachers
won’t let me take a photo of the
Whiteboard…(are you serious?)” and
the post has been shared over 1000
times. Yes, this is common. Yes this
shouldn’t happen to students with
dyslexia or dysgraphia.
We are still gathering data from our
Dyslexia at School Study (if you
haven’t taken it, please do! http://bit.
ly/dyslexia-school), but one thing is
very true – denial of assistive
technology is a rampant problem in U.
S. public schools.
In the first cohort of our respondents, a
whopping 68% of respondents told us
that their students weren’t offered
accessible text or technology supports
for reading. A similar number of
students were given books they could
not read.
The despair is evident in the many
comments that accompanied survey
questions. “We were denied all use of
technology, audiobooks, calculators, as
we were denying him ‘independence’.”
“I was told I was going to cripple his
ability if I allowed him to use a
‘crutch’.”
83% of all parents of dyslexic students
in public school surveyed told us that
their student suffered from emotional
and psychological challenges at school.
How much of that, we wonder, is
because an absence of teacher training
about dyslexia and best misguided or
at worst discriminatory practices
involving accessible technology and
dyslexic students at school?
What Are the 3 Technology
Must-Do’s for Dyslexia?
1. Use Technology to Support
Reading and Learning
All students should be allowed to
access knowledge at the level of
their ability and reading ability of
fluency should not hold students
back from learning. There are free
resources. that provide digital texts
to U.S. students and these can be
translated into audio or used with
an inexpensive app to give
students the information and
learning they are hungry for.
Reading with assistive technology
helps reading without it – because
of greater exposure to words and
their correct pronunciation and
greater exposure to vocabulary and
complex syntax. Assistive
technology is not a crutch.
Assistive technology provides
access to higher level information
as well as having beneficial effects
on remediation itself.
2. Use Technology to Support Note
Taking
All students should be allowed to
use technology to support note-
Dyslexic Advantage Newsletter / February 2016
19
"ALL STUDENTS SHOULD BE
ALLOWED TO USE
TECHNOLOGY TO SUPPORT
taking. Students should be allowed to take picture and
audio record lectures.
3. Use Technology to Support Spelling and Writing
All students should be allowed to use technology to
support writing, which may vary from the simple
(typing, word processor, spellcheck) to more advanced:
word prediction software for grammar, spelling, and
writing, essay prompts and organizers, etc (e.g. CoWriter).
It may still be appropriate for students to be tested on
individual reading, writing, and spelling tasks without
the use of technology; however, test administration of
this sort should be intermittent, whereas assistive
technology should be the daily norm.
READ (Dyslexia) Act (HR3033)
Passes Senate !
In wonderful news. the US
Senate unanimously passed the
READ Act, a bill that requires
mandatory funding for: "research
on the early identification of
children and students with
dyslexia, professional
development for teachers and
administrators of students with
dyslexia, curricula and
educational tools needed for
children with dyslexia, and
implementation and scaling of
successful models of dyslexia
intervention."
Read more HERE.
Thank you EVERYONE for
making this possible!
The Wisdom of Pooh
and Dyslexia
"You are braver than you believe, and
stronger than you seem, and smarter
than you think." - A.A. Milne
Winnie the Pooh's advice is smarter than
we may think when it comes to
encouraging young readers. What's
better than reading intervention and
working memory training? Reading
intervention and working memory +
education about intelligence.
Read more.
Dyslexic Advantage
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DAYMOND JOHN
AND HOW HE SEES HIS
DYSLEXIA AS AN
ADVANTAGE
“I see the world in a different way than most
people and for me that’s been a positive thing.”
– Daymond John, FUBU CEO, investor on TV Shark Tank
Kudos to Daymond John who shares that he is “Blessed with
Dyslexia” in his Twitter page. As October National Dyslexia
Awareness Month, the community gives a huge thanks for
sharing his dyslexia story in multiple media interviews and
presentations.
From AOL:
“I’d have to read a book three or four
times just to understand what other
kids got the first time around.
“Thankfully, my mother has always
been my biggest supporter … She was
able to identify that and help me find
ways to excel despite my differences.
For instance, she always knew I was
better at reading out loud, so she’d
make me read the New York Times
and the Wall Street Journal to her
every Sunday while she was cooking.
“She made it seem like I was doing
her a favor, like I was helping her to
prepare for work the next day, so it
never felt like a chore. She got me to
practice reading without me even
realizing it.”
John didn’t find out he was dyslexic
until he was an adult — and he says
the diagnosis was a huge relief.
“It was like a lightbulb went off. I
finally understood why I struggled the
way I did.” He was then able to use
the disability to his advantage.
“I see the world in a different way
than most people and for me that’s
been a positive thing.”
Daymond had a meteoric rise and
dyslexic entrepreneurial talents of
recognizing opportunity and thinking
strategically. From a Fast Company
article, Daymond used to be a gopher
of sorts for up and coming hip hop
stars coming out of the borough, and
then he had the idea – what if he
gave them shirts? – matched the
right shirts with the right artists.
Today Daymond has additional
perceptions about dyslexia and
dyslexia awareness and he seems
right on on mark.
From the Understood video:
“I’ll do a speaking engagement for
5000 people, and I’ll say, how many
people are dyslexic, and maybe 4
people will raise their hands, right,
and usually it’s the CEOs and very
very powerful people who raise their
hands, but people that work within
environments , they’re ashamed and
“People thought I was this huge
they’re afraid and they don’t say it.
company,” he says, “when I was a
Then I start to give the stats about
waiter at Red Lobster with 10 T-shirts Will Smith and Tom Cruise, and
in my basement.”
myself, and the four sharks, and all of
a sudden everybodys in the room is
By 1998, FUBU’s sales were over
dyslexic and raising their hands. I
$350 million.
want, obviously, to bring this
awareness to people.”
RESEARCH OPPORTUNITIES
There are 2 studies in Seattle (one for children and the other
adults) at the University of Washington with paid stipends. One
also has 8 weeks free Lindamood Bell instruction. One study is an
online survey for current college or graduate students. Click and
the flyer will open up.
Seattle - Kids
Seattle-Adults
Online - Current College
or Grad School Students
Thanks to our Sponsors
The Kildonan School and Camp Dunnabeck (Amenia NY)
Microsoft One Note Learning Tools
Winsor Learning
In Case You Missed It...
Dyslexia and the New SAT [Free + Premium]
Top HGTV Interior Designer Vincente Wolf
Dyslexia and the Illusion of Inclusion - Writing IEPs
This is Your Brain on Phonics [Premium]
Eye to Eye Summer Camp
Harry Potter Taught Me to Read and Now I'm a Writer
Dyslexia and Computer Programmers
The Truth About Multi-Tasking [Premium]
My Teacher Shamed a Dyslexic and Illiterate Me and Now I'm
An Author
We'd Love to Hear from You. Suggestions for Future Issues?
Encouraging Students Through Creative Writing
The Karina Young Writers Award Committee
has just started reviewing some of the
wonderful creative writing submissions from
students age 7-17. It's a wonderful reminder
of the imaginative young people who make
up this community.
We also had a chance to catch up with
Rebecca Gee from Writers Studio who leads
an online class for teachers of dyslexic
students who want to guide them through the
creative writing process. Listen as Rebecca
talks about her class and howcreative writing
can be a tool to unlock the joy of reading(!).
Next class starts Feb 22nd! Great for teachers,
tutors, and parents of homeschooling
students.
Certificate of Completion can be given to
teachers at the conclusion of the course.
How to Teach Creative Writing to Dyslexic
Students - Online Class starts Feb 22nd
Philip Schultz's Writers Studio
Phil is a Pulitzer Prize Winning Poet who wrote
My Dyslexia
DYSLEXIC ADVANTAGE
FEBRUARY NEWSLETTER
The Dyslexic Advantage newsletter is the official newsletter of Dyslexic Advantage, a
innovative 501(c)3 non-profit organization dedicated to changing the world for dyslexic
children and adults. by focusing on strengths.