5 minute read
MS: International Dyslexia Conference
BETTER INSIGHT, BETTER EDUCATION
BY ASHLEY BOWERS // 6TH GRADE ENGLISH TEACHER
Twenty percent of American students are dyslexic, and one-third are reading below grade level. Yet, there has been almost no change in reading instruction in five decades. Luckily, as the world’s awareness of dyslexia grows, so does the research. In November, our 6th Grade Team traveled to Portland, OR, to attend the International Dyslexia Conference. While Collegiate has been arguably progressive in its implementation of learning lab tutors and accommodations, we felt there was still much to be learned on the topic of learning differences. At this conference, the best and brightest minds in neuroeducation presented their findings to a large group of educators, parents, and medical professionals. The insights we gained from these experts fell largely into two categories: better scientific understanding, which boosted our general knowledge and empathy, and best practices, which has improved our instruction in the classroom. Many believe that dyslexia is simply the reversing of digits. It is not a visual processing disorder, however, it’s a neurological one: the brain’s ability to attach a sound to a phoneme is impaired. Likewise, dysgraphia is not just messy handwriting, as commonly believed. Those with dysgraphia do not have access to the neurological function to plan and execute written language. They must access working memory to determine the necessary sounds and symbols (letters) and how they go together. It’s not that their brains don’t think as fast– it’s that the connection isn’t immediately there. The good news is there are research-based strategies to help students with each of these learning differences. Across all disciplines, the goal of reading should be comprehension, not just fluency. Students should be able to remember what is read, then do something with that knowledge. This focus on comprehension was at the core of each of the strategies presented. While we did feel a certain amount of affirmation as to what we at Collegiate are already doing, we also discovered new strategies, big and small, to enhance our teaching. In math, word problems can be extremely challenging for dyslexics. We learned that math teachers can use morphological families of words to build understanding of difficult math vocabulary. For example, if one can tie words such as equal, equation, equivalent, and equa-angular together, it will help with understanding. Additionally, students must spend time visualizing what is happening in a word problem before they can begin to solve it. If students can take the numbers out and comprehend the story, it will be easier to solve. Successful and enduring memorization of basic math facts was also heavily emphasized. We have begun implementing these changes in math and have already seen improvement. In literature, we have begun using DIMS (Does It Make Sense?) exercises to force students to slow down and comprehend what they are reading. When reading difficult texts, the teacher’s first question should be, “What is happening?” This helps ensure that students are fully understanding and making sense of what they read. We also discovered a new app – Re-Wordify – which will aid in the reading of more difficult texts.
In science and social studies, we are going to continue to focus on comprehension while reading difficult texts, rather than the more traditional practice of hunting for specific answers. A good point was made at the conference that while handson experiments are very useful and fun for students at this age, adults don’t do science experiments. We read articles and listen to podcasts. If we want students to be lifelong learners, we cannot overlook the fact that helping them make deep connections
to the language of difficult topics such as geography and science is just as important as the hands-on parts. The conference offered useful strategies for teachers in the physical and social sciences to use in their classrooms to make these texts more meaningful and easier to decode. In English, the need for writers to be able to selfregulate was emphasized, and we are focusing on teaching students strategies to revise their own work without always relying on an adult. Additionally, we learned the power of new speech-to-text apps that could revolutionize the way dyslexics approach the normally Herculean task of writing.
There was certainly a point on which all experts agreed: dyslexia needs to be identified early. Schoolwide, we are working to implement a more consistent phonics-based reading and assessment program starting in Early Childhood and continuing through Lower School. Reading intervention as early as first grade will significantly help struggling readers for the rest of their lives.
Another major topic of consensus was that consistency among routines and programs is extremely useful to not only those with learning differences, but all students. For this reason, Collegiate is making the switch to Schoology, a program that will streamline classroom routines and expectations from 5th to 12th grade. Here’s the bottom line: there is no reason that having one of these learning differences should “disable” a child. While it’s true that more grit and hard work is required to overcome a learning difference, there is every reason that driven, hardworking, learningdifferent students won’t merely get by at Collegiate, but excel. We have several severely dyslexic students right now who are experiencing amazing success, and it is our hope that, with continued education and empathy among staff and parents, this trend will continue.
Joe Gehrer '02, Brian Finan, Ashley Bowers, Suzanne Schwarz, and Meghan Smith snap a picture together on their trip.
UPDATES PROFESSIONAL
DEVELOPMENT
NSTA // SCOTT HAWLEY, 8TH GRADE PHYSICAL
SCIENCE Many of the great science teaching techniques I have learned over the years have come from attending the National Science Teacher Association Conventions. Recently, professional development funds from the Nick Madison Memorial Endowment allowed me to go to the National Convention in Seattle. While there, I learned of exciting new STEM activities for building electric fan carts and catapults. The students are going to love these projects as they get the chance to learn by doing and creating, and the projects will dramatically improve my units on motion, projectiles and electricity. I also went to several sessions that gave me ideas for new in-class experiments and demonstrations related to the polar nature of water, and I learned of good resources that our school can use at no cost as I connected with other teachers and scientists. It was a great trip and I appreciated the opportunity!
