In celebration of the International Dyslexia Association’s (IDA) 75th anniversary, the IDA is dedicating the recent issue of its journal, Perspectives, to structured literacy. In this episode, I speak with Jessica Hamman, the CEO of Glean Education, who authored two articles for the issue and co-edited it alongside Barbara Wilson. 

 Jessica shares her path to dyslexia advocacy. Her parents were always involved in advocacy, and her father was even on the committee that created the definition of dyslexia that is now used in 45 states! As she went through the process of her own son being diagnosed with dyslexia, she recognized the great knowledge gaps that still existed among teachers due to a lack of training access. 

 During our conversation, Jessica discusses her article in Perspectives about structured literacy and offers practical advice for parents told to focus only on their dyslexic child’s reading skills. We then discuss the differences between dyslexia and dysgraphia and how those differences impact learning. Jessica and I also share our experiences as teachers moving from theoretical understandings to implementing our knowledge in the classroom. We wrap by setting straight a few common misunderstandings around structured literacy for teachers.

 Be sure to read the anniversary issue of Perspectives for free linked below!

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When people talk about dyslexia and how it affects people, the focus is almost always on improving a child’s learning environment. They rarely talk about how the effects show up in everyday life. In this episode, I look at five unexpected areas in which dyslexia impacts people. 

I bet there are some things in here that surprised you! Can you think of any others?

When you're ready to work with me, here are 3 ways I can help you:

Join the waitlist to find out when my long-awaited course, Untangling Dyslexia: From Identification to IEP, opens up again!

Subscribe to my Podcast, Literacy Untangled Podcast, for bimonthly episodes on navigating the dyslexia journey with your kid.

Want 1:1 help from an Orton-Gillingham expert? Book a call to see how I help kids who are struggling to learn how to read.

Have a question or want a certain topic covered? Send us an email or a DM on Instagram.

I want to support parents with dyslexic children and get this content in the hands of those who need it most. Click the share button and send away! Thank you. 

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Foreign language requirements can be incredibly frustrating for dyslexic students, especially after already spending so long to manage reading and writing in their own language. In this episode, I discuss possibilities for optimally navigating this requirement for dyslexic students. 

Dyslexics can absolutely learn a foreign language, but they will encounter the same issues they have in their own language. To help simplify the learning process for your child, ensure they receive the appropriate accommodations in class and are being delivered in all settings. Depending on what languages your school offers, I love to recommend American sign language.  In cases of severe dyslexia, you may have the option of waiving the foreign language requirement. Most importantly, don’t give up hope!

While being creative to work around the requirement can definitely pay off, don’t discount that some students may really wish to learn a foreign language and with perseverance, will succeed!

Have a question or want a certain topic covered? Send us an email or a DM on Instagram.

I want to support parents with dyslexic children and get this content in the hands of those who need it most. Click the share button and send away! Thank you. 

When you're ready to work with me, here are 3 ways I can help you:

Join the waitlist to find out when my long-awaited course, Untangling Dyslexia: From Identification to IEP, opens up again!

Subscribe to my Podcast, Literacy Untangled Podcast, for bimonthly episodes on navigating the dyslexia journey with your kid.

Want 1:1 help from an Orton-Gillingham expert? Book a call to see how I help kids who are struggling to learn how to read.

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Some things aren’t as good online as they are “in real life,” but multisensory learning isn’t one of them! In this episode, I share how multisensory learning instruction can be carried out effectively online, specific tools to use, and examples of this in practice. 

When I first began my training, I thought multisensory instruction could only be done in person. Fast forward to now, I fully provide this service online! Multisensory instruction simultaneously ties in visual, auditory, kinesthetic, and tactile instruction, also known as VAKT, so that a student uses all the pathways of the brain at the same time. 

Some ways this can be achieved include the use of digital letter tiles, interactive online games, skywriting, digital drawing tools, and typing. I offer two examples of this in practice, one an auditory drill and the other a grapheme learning exercise. Multisensory learning online will often look different online than in person, requiring some extra creativity, preparation, and materials, but it is an entirely impactful way to offer multisensory learning online. 

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The difference between “Let’s eat, Grandma” and “Let’s eat Grandma” is substantial! Grammar and punctuation provide clarity and understanding that, without them, make language hard to understand. Today, I’m discussing the importance of teaching dyslexic children grammar and punctuation and three tips for helping your child learn these nuances.

All aspects of language, reading, writing, and speaking, are connected with each other in a symbiotic and circular relationship. If we leave out educating our children about grammar, they miss out on a very important part of communication. I go into the million-dollar mistake Lockheed Martin made by omitting a few commas. 

Here are three ways to introduce this aspect of language. First, teach them parts of speech and parts of a sentence. I share a tactile, color-based method using Legos to illustrate how sentences are put together. Second, find real-life examples of bad grammar to discuss how sentences can have different meanings with and without the correct punctuation. Finally, talk about grammar and punctuation often! Dyslexic verbal comprehension is often miles ahead of their reading comprehension. Talking through a problem while showing them is key. 

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We’ve all heard that pesky little voice in our heads say something like, “Well, you should’ve done XYZ, but you didn’t.” Many dyslexics experience negative self-talk. I know I have! Reminding ourselves to be graceful in these moments, while sometimes easier said than done, is the only way through it. Today, I’m sharing 7 ways that you can help the dyslexic in your life give themselves grace. 

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If you do a quick Google search, you'll find so many examples of successful adults with dyslexia who have found their passion and are thriving. Some of the famous personalities include director Steven Spielberg, actor Keira Knightley, basketball player Magic Johnson, and author Agatha Christie. In this episode, you'll hear practical advice and strategies for helping your child with dyslexia find their calling.  

As a parent, you can help your child find their passion by encouraging them to explore various activities and interests to identify and nurture their strengths. Creating a positive learning environment at home and introducing hands-on experiences and assistive technology can promote confidence in your child. Also, remember to celebrate every success, no matter how small, to support your child and their journey to finding what makes them thrive! 

When you're ready to work with me, here are 3 ways I can help you:

Join the waitlist to find out when my long-awaited course, Untangling Dyslexia: From Identification to IEP, opens up again!

Subscribe to my Podcast, Literacy Untangled Podcast, for bimonthly episodes on navigating the dyslexia journey with your kid.

Want 1:1 help from an Orton-Gillingham expert? Book a call to see how I help kids who are struggling to learn how to read.

Have a question or want a certain topic covered? Send us an email or a DM on Instagram.

I want to support parents with dyslexic children and get this content in the hands of those who need it most. Click the share button and send away! Thank you. 

Listen to the episode on Apple Podcasts, Spotify, Stitcher, or on your favorite podcast platform.

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IEP season is here and many of us are getting ready to attend our (first) IEP meetings. If you’re a parent of a dyslexic student, you may be curious about what to expect. In this episode, I break down the IEP agenda process and share what to expect before and during an IEP meeting.

IEP stands for Individualized Education Program — a personalized learning plan for a child with a qualifying disability. The IEP outlines present levels, goals, services, and accommodations a child will receive in a given calendar year. The IEP agenda typically looks like this:

Before the IEP Meeting:

Take this time to collect relevant information and data, and start to draft out your Parent Statement. Every school is different about receiving the Parent Statement. Some may ask for it before the meeting, others wait until you’re at the IEP meeting. 

Day of the IEP Meeting:
When you arrive on the day of the meeting, you’ll be escorted to a conference room, office, or empty classroom. Everyone will introduce themselves: Your child’s case manager, their General Education Teacher, their Special Education Teacher, any other significant faculty members, and you. An attendance sheet is passed around to confirm you attended the meeting. 

School Evaluation:
The school team members review your child’s present levels of performance obtained through classwork, assessments, and observations. A child is reevaluated every three years. If your meeting falls on a triennial year, present levels will also be obtained through formal evaluations from a school psychologist, Speech-Language Pathologist, Behavior Interventionist, and/or Occupational Therapist. 

Goals:

After this, you’ll share parent input regarding observations, concerns, and goals for your child’s education. The data collected during assessments and observation drives everything else. The goals should relate to the data gathered during the assessments and present levels. Goals should be achievable within one calendar year. 

Accommodations:

Once everyone agrees on the set goals, it’s time to determine which services and accommodations can support your child in reaching their goals. This includes the frequency of services and accommodations and who is responsible for the set services and accommodations. 

IEP Draft:
During this process, the IEP is drafted and updated in front of you so that you can see changes made in real-time. Take your time and thoroughly read through the draft before signing anything. You do not need to sign the IEP during the draft meeting. You can review and research the draft and call a follow-up meeting.  

Finalize IEP:

Lastly, if everyone agrees, all members of the IEP team — including parents — will sign the IEP. If you feel that the IEP is not serving your child, you can call an IEP meeting and ask for changes to be made. You do not have to wait until your annual IEP meeting. 

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I want to support parents with dyslexic children and get this content in the hands of those who need it most. Click the share button and send away! Thank you. 

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Are audiobooks and immersion readers just a new way to cheat? The short answer is no. In this episode, I share information on audiobooks and immersion readers, and the positive impact they can have on reading difficulties for dyslexic students. 

Research shows that using audiobooks and immersion readers (also called ear readers) can only help increase your child’s reading skills. Reading difficulties can lead to anxiety, specifically for students with dyslexia. Audiobooks can alleviate this anxiety by providing an alternative way of accessing information and contributing to the development of vocabulary and pronunciation. Since students with dyslexia may struggle with reading and decoding unfamiliar words and phrases, hearing words can be particularly beneficial. 

Audiobooks can also help develop background knowledge and support grade-level content. A dyslexic spends so much trying to decode words in a sentence they often can't fully comprehend what they read, but audiobooks bypass this challenge. They also allow dyslexic students to stay on track with their peers and fully participate in class. Our goal is to teach students how to learn on their own, not to regurgitate information. 

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I recently had a parent contact me who was confused about RtI Tier 2 language used in a meeting. (And rightfully so!) It’s not uncommon to feel like your head is spinning after an education meeting where different acronyms are thrown around. This is what I refer to as “edu speak.” In this episode, I detail the three tiers of RtI and explain how dyslexia intervention fits into the process. 

RtI stands for Response to Intervention. It is the first step toward receiving Special Education services in reading, and should only last 8–12 weeks. The RtI framework consists of three tiers divided like a triangle:

Tier 1: The bottom part of the triangle is Tier 1 general education, where students can work in small groups. Work is given at students’ skill level, though not necessarily individualized. Their progress is monitored and tracked.

Tier 2: Tier 2 students receive small group interventions for individualized and special teaching, but still take part in Tier 1 lessons and tasks. Students can move back to Tier 1 or into Tier 3 depending on their progress. 

Tier 3: is synonymous with Special Education (though not a replacement). Tier 3 students take part in small group instruction, individual instruction, or both. Tier 3 students spend most of the day with Tier 1 students, but spend portions of it in a resource or Special Education room. 

Universal screening scores can help identify those who need strategic or intensive support. Based on these scores, a dyslexic student may be moved into Tier 2 small group work, or Tier 3 — this is where reading intervention programs show up. While RtI cannot be used to excuse, delay, or deny Special Education services, it is a tool to support the process. 

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I want to support parents with dyslexic children and get this content in the hands of those who need it most. Click the share button and send away! Thank you. 

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