#2 Zoom Meeting

welcome to the second zoom session for the Flying Cat

Academy dyslexia training program.

Today on the agenda will begin by balancing our brains.

Then we'll do some housekeeping.

Then we'll review the key concepts that you covered in

session number one.

We'll discuss the work that you have in the upcoming

week on session, too, and then I'll give you a

little preview into what you're going to be doing in

such a number two.

By showing you some of the drills, we'll begin by

balancing our brain.

So on your own, you can just do an activity

that crosses your midline.

Maybe you want to do a side stretch where you're

taking your left arm, stretching it over your head to

your right side and then doing the same with your

right arm to the left side of your head.

I wanted to talk about the gifts for the course.

There are two that are on the way.

All of the glass tiles are already in their appropriate

spots, so if you're a BBC s participant, you can

go to money can get those, and any other participant

can go to the ragged edge.

And thanks to Stacey for offering her office space for

us to keep our supplies until they're picked up the

overcoming dyslexia book.

Um, they haven't arrived yet.

I just have seven copies.

So until we get the whole course set, if you're

a regular edge person, that's where you have to pick

up your stuff.

I would say Just wait so you can save yourself

a trip and just get both at the same time.

So as soon as the books come, come in, I'll

let you know our chat room.

Um, we have decided that the second format was the

best one.

So when you were reading, is it dyslexia, or is

it a developmental leg?

We used something called the group Chat in Model, but

it was really clunky, and it was hard to see

what other people were posting.

The second post was called Session one, understanding dyslexia, and

that was a much easier format.

So that is what we'll use.

And if you want to leave a comment in the

chat room, all you have to do is click reply

to someone else's comment, and that's how it works there.

Understanding dyslexia, one of the first big concepts that you

discovered this week was an answer to the question.

Why is it important for dyslexics to receive early interventions?

And the reason for that is because we have the

chance to rewire a dyslexic brain by giving them an

early intervention.

And our chance of success increases dramatically when we catch

this early.

So in this graphic we have, um, the way that

a brain would look when I was reading and activated

in a dyslexic person before an intervention.

And then you can see that the white area is

a much greater activation after reading intervention.

Mhm. Yeah, The second question was, when reading, How does

the brain activity of a fluent reader differ from a

dyslexic student who has not had a proven reading intervention?

The answer is that that dyslexic student will be using

their upper circuit.

They'll be relying more on that, and then if they're

an older student, there will be a frontal part of

the brain called Broca's region that they'll also rely on.

Whereas the fluent reader is using this direct access, this

lower circuit, which is much faster.

What's the difference between a garden variety reader and a

garden variety poor reader and a dyslexic.

If we look at a psychic assessment, we would find

that in a dyslexic students there are areas of strength,

so it's like they just see a strength.

And then that's really unexpected weakness, which is their performance

in reading and writing of phonological skills, whereas with the

garden variety reader, it's low across the board.

Yeah, describe some qualities of effective evidence based reading programs.

There are four qualities that we look for.

We want to know that this program has been proven

to be effective through proper scientific studies.

We want to see that it's progressive because we know

that's a quality of good programs.

So the skills are learned in a logical sequence, and

they move at a pace of the student and the

student is mastering each skill and then moving on to

the next one.

We want to see it.

It's systematic, so there's gonna be a structure to these

lessons. And in the case of the Dyslexia Training Institute,

we're following the word and Bellingham teaching methods.

You want to make sure that it is an intensive,

um, reading intervention, which will mean probably two or three

hours a week three sessions, perhaps, would be three hours

a week, and an average reading intervention is going to

take between 100 and 100 and 20 hours to complete.

Mhm. How can a site get assessment?

Help us to teach dyslexic students.

But one thing they do is, they tell us if

we are indeed dealing with the dyslexic person that were

dyslexia won't be used in the final pages of the

assessment only, but words like phonological deficit or, um, for

public awareness deficit.

Those are like the words that you look forward to

indicate that the dyslexia as president, we'll also know that

if there is a low, rapid naming score, then that

might be a condition called double deficit dyslexia.

Which means that we'll have to be even more intensive,

more relentless in our efforts to solve the problem, because

that's a complicating factor.

And the West five will also reveal the mental strength

of the student.

And that's a wonderful thing to because it tells us

the strong Catholics pathways in the brain that we can

use in our teaching.

Someone asked What is the difference between dyslexia and dysgraphia,

and the easiest way to describe it is like a

Roxanne described that, she said it was different sides of

the same coin because they do often go together, but

they don't always go together.

Um, but dyslexia relates to reading, so it's a final

logical. It's a funny Mick awareness problem, whereas Dysgraphia relates

to writing.

And so these things are going to look different because

one dysgraphia is going to look like illegible handwriting, slow

laboured writing.

They might mix up their print, let their printed letters

and the cursive letters.

They might not space things properly.

They might not recognize that a sentence starts with the

capital ends with a period, Um, whereas dyslexia is struggling

with reading, struggling with sounding up the sounds.

So the remediation is going to look different in these

with dyslexia, you're going to use a proven, intensive, systematic,

um, reading interaction, whereas with dysgraphia with my son, we

worked on handwriting with handwriting without tears program.

Um, Lydia told us that Loops and Groups is another

really good one.

She really thought that was a wonderful one for older

kids that we're working on handwriting skills.

Yeah, someone asked.

I was told that someone who could type was not

dyslexic, and I wanted to just say that one is

a myth.

And Sally Shaywitz says that it's actually a relief for

many kids to who are dyslexic, to be able to

type. Kids who are dyslexic frequently have this horrible handwriting,

and it's a problem that continues into adulthood, says Shaywitz.

So we're processing is a relief to the dyslexic.

Yeah, and how much does the one on one time

with the tutor come into play with helping a dyslexic

child? The answer to that, I would say, is it's

critical. One on one is the best, and we want

to catch this early, and we want to make sure

it's an intensive intervention.

You want to use a proven program, make sure it's

systematic and progressive as well.

Someone else asked.

There are so many programs out there, I'm curious as

to find out which programs which better because because they

want to invest their time of the best ones, right?

So these are questions that classroom teachers haven't as opposed

to reading specialists, I think.

But one way to find out there's a wonderful website

called reading rockets, and they have taken the national reading

panel results, and they have, you know, just kind of

put it in a one pager.

So it's really easy to compare these programs and because

you see these little blue dots and it'll tell you

what the program does.

And you know, if the program is missing a lot

of dots, it doesn't mean it's a bad program.

It just means it's not designed for that part of

the reading pyramid.

So if I was a kindergarten degree, one teacher and

I was looking for a good program.

I look for a filmic awareness program because that's what

I'm looking at that moment.

Whereas if I was a great to teacher, I'd be

looking for something that was really good with decoding, because

that's what I'm focusing on.

And maybe a fluency program near the end of the

year, such as re naturally or the six minute reading

solution. Um, Daisy Quest is one that I'll talk about

later on.

It's the third one on that chart there.

Mhm, Yeah, so, understanding dyslexia.

Someone said what would be good in the classroom versus

what would be good in the learner support center, and

that's a great question.

Okay, if I was a kindergarten to grade one teacher,

I might choose Jolly phonics.

We know that's a proven program Gets great.

Um, it's got great, like efficacy marks.

And I would probably add a really good anemic awareness

program. Um, like drill program.

Like what?

You're learning The Dyslexia Training Institute in session two.

Um, if I was a learner Support.

I know SB 54 uses aerobics, which is a proven

program to support for the neck awareness.

I would also be looking at the Duncan Miller progression,

So I've been making sure I'd be teaching the the

different sounds in an order that was systematic, improving and

for parents support this one up here, I would recommend

Daisy Quest.

It's of FEMA Corners program.

That's an app that you can get for your devices.

And it's something parents can do at home with their

kids, and they really want to support their kids.

So we want to always include them as partners and

what we're doing so that the answer to the question

is, it depends on which part of this reading pyramid,

um is like my primary focus as a teacher.

What grade?

Um uh, working on is going to determine what my

primary focus is.

Um, but I am going to be trying to include

all the different areas of the triangle, no matter which.

Great. Mm.

Um, it'll look different.

If I was in kindergarten, working on vocabulary would be

mostly indirect vocabulary instructions.

So indirect, meaning that the kids are getting it from

my oral, um, teaching in the class rather than through

the printed word, which would come later on in the

higher grades.

Yeah, some great levelers.

So once you get into the higher grades Oh, sorry.

I'll start with a great to hear.

So in decoding in grade two, if I wanted to

take Norton killing him approach that I could use with

the whole class there's a program called Slingerland that you

might want to look into or if it was me

because I'm so familiar with the Dyslexia Training institute techniques,

I might just adapt those for a whole class.

Um and then once you get into the latter part

of great to, most kids are reaching fluency, and it

would be a great time to work on read naturally,

or the six minute lead solution, which addresses fluency Okay.

Some programs.

When you get into the higher grades, you work more

towards adaptation when you're in the classroom.

And so you're trying to find ways to level the

playing field for the kids.

This is news, Ella.

And it does a great job of doing that.

Because if I wanted my students to all read this

one article, but they all have different, you know, reading

levels and abilities to interact with the text on new

zealot. N E W s E l A.

You can assign different levels of this article.

Two different kids in your class.

You can have one read this article at a grade

one level.

You can have one read it at a great six

level. Um, so it's a wonderful thing because they're all

interacting with the same text in a different way.

Yeah. Yeah.

How does symbols play into it?

Well, um, we've talked about dyslexia in this capital and

how they both are different things.

One with reading room with writing.

Um, I was like, you read about the umbrella there?

Yeah. We know that if you have a specific learning

disability like the ones that were under the umbrella there.

There's 30 33% of kids that fall into that.

Only 11% actually fall into the autism autism category.

Okay, time okay.

And then let's look at what's going on this week.

So everything you have to do this week is related

to session two.

The first thing you want to do is make sure

you get your checklist printed or just have a look

at the checklist.

So you know which of the items are mandatory, in

which the items are just optional.

And look at him.

There's check Cliff, so you're gonna make sure you read

that over.

Then there's reading homework for this week.

Um, teaching the brain to read is a very large

document, but you only have to read chapters three and

four, and I put a little video of myself working

with, um, the Edge browser, because I do want you

to experience some of these.

Read a lot of tools because they really are deal

changes for the kids in your classroom.

So if you can open up that document into your

browser and have it read aloud to you if you

have the edge browser sneezy download.

If you don't I know the BBC?

Yes, guys, I have this on their chromebooks.

Mhm, and it's not green mandatory to leave a question

or comment in the chat, but it is a wonderful

thing to do, so I'm not going to say you

have to.

But if you want to, that would be great.

Yeah, some of the key terms that are coming up

this week.

Phone name.

The smallest unit of sound.

So knowing that the two graph teams the two letters

pH make Or you said, What is the sound made

by the letter?

T is the phony, whereas the graphene Mrs symbol.

So if I put my pencil down and wrote the

symbol for it, then I have written the graphene, and

the last one is more famous, smallest unit of meaning.

So knowing that in the word unfit, there's two syllables

in each part.

Has meaning to be fit is to be active and

healthy in my mind.

But then, um means not so.

It's not healthy and healthy, active, and even at a

smaller level we can have meaning.

So W R.

Is the phoning for sure, but that's the phoneme.

Grapheme is WR and the morphine of WR is to

twist so words that relate to twisting like your wrist

like rap.

You take the paper and wrap it around something.

So that is kind of cool to teach that way.

Because then kids have a way to understand why some

things are just written with an R and why some

words have WR just because of the meaning.

Mhm. This week we're going to get into forensic awareness,

and this is a wonderful thing.

Um, that helps us to rewire the brains of dyslexic

kids so that they're able to.

#2 Zoom Meeting

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