Dyslexia and Echoes of "Who's on First?"

"Mrs. B, what is dyslexia and how do I know I have it?"

"Well, wonderful, creative thinker I know, dyslexia is how we describe a brain that does not process language through what is considered an efficient or neurotypical process. People with dyslexia do not have typical development with reading, writing, spelling and other language-processing based tasks or skills. Researchers are finding that there are different categories of dyslexia and can show what brain activity is, or is not, operating efficiently when a person with dyslexia is processing language. 

Even though there is not a medication that can alleviate dyslexia directly, an official diagnosis of dyslexia requires a visit to a medical professional who performs an assessment and interprets the assessment results based on criteria in the Diagnostic and Statistical Manual of Mental Disorders, or DSM. The DSM first came out in 1952. The DSM-V, I mean DSM-5 is due out next Spring. 

Major studies are currently being published and funded through the National Institute of Health to further explore these neurological factors so teachers, parents and others can better support individuals with dyslexia. This is fabulous, because as recently as my mother's generation, people who struggled with reading were considered stupid, lazy or even brain damaged. I am thrilled that modern society is moving away from such a limited understanding of your creative brain."

Historical Definitions and Terms for Dyslexia Up to the Coming Soon DSM-5

Brain damage.
Alexia.
Congenital word blindness.
Strephosymbolia.
Specific Reading Difficulty.
Dyslexia.
Reading Disorder (Dyslexia).
315.00 Reading Disorder.
No Longer Recommended - See A 08 Specific Learning Disorder, Type Specified in Diagnosis From Following Domains of Academic Difficulties and Their Subskills Impaired at Time of Assessment:

1. Reading (Word reading accuracy, Reading rate or fluency, and/or Reading comprehension)
2. Written Expression (Spelling accuracy, Grammar and punctuation accuracy, Legible or fluent handwriting, and/or Clarity and organization of written expression)
3. Mathematics (Memorizing arithmetic facts, Accurate or fluent calculations, and/or Effective math reasoning)

"So Mrs. B, what does that really mean?"

"Well, wonderful, creative thinker I know, it feels a lot like the educational version of "Who's On First?". I think I'm not so thrilled anymore."

"What now?"

I am proud to be an X for tomorrow! 


I have followed TED events online for many years now and never cease to be inspired. Tomorrow is TEDx Grand Rapids and I will be at the Livestreaming for Education. 

I was looking over the directions and information this evening and reading a few pointers on what to expect: surprises; opportunities to start exploring the What Now ideas; encouragement to share; and an environment totally open to interpretation - YES!!!!!!


C'mon Grand Rapids, what can we do? What will we do together? What now?!

The New Sundance Kid

Sundance
I have always known the name Robert Redford . . . watching him in movies with my mom while I was growing up, seeing him in some adventure films when I was in high school and college, watching the Sundance Festival grow into maturity through the "newsreels" and enjoyed films after they've made a name there. I am not ordinarily a person who knows what movies are actually debuting at the Festival or, truthfully, even when the Festival is each year. I do now. The Redfords brought Dyslexia to the Festival. There's a "new" Sundance Kid: Dylan Redford, brave son of James Redford and talented grandson of Robert Redford.

Dyslexia
I grew up with family members with dyslexia. We didn't know they had dyslexia until my sister and I were both adults. All we knew was that we had a wonderful roller coaster of emotions, creativity and love. We had some quirky family members, but doesn't everyone? Amazing though, that until there was a diagnosis of dyslexia and/or ADD, we didn't seem to fully believe that we also had some brilliant selves.

I have worked with learners with dyslexia for...well, for enough years now that I know my stuff. Educating kids and communities about the gifts of non-traditional learners is not only my job, it's my passion. After my daughter was diagnosed in 1st grade, shining the light on the fact that dyslexia is not a negative thing became even more of a passion. Finding materials for her and my students that show both the challenges and the fabulous-ness that comes with a dyslexic brain can be difficult. Many of them are good and filled with important information, but they still leave a reader or viewer with a sense of pity, a sense that "if only"  . . . . that their lives would have been better in some way. Why? Because they'd be more like everyone else? The world would be a pretty boring place then.

That does not mean that all the challenges faced are necessary or even acceptable. The truth is, that no matter what, they will have challenges - challenges learning to read or remember accurately language-based concepts and/or tasks being just a few. They most certainly do not need the additional challenge of judgement or feeling inferior because their brains process language differently then expected in school settings. The only way to reduce that obstacle is through education. Good information in good places to spread the message. Thank you Dylan, James and Kyle Redford for leading the way!!

The D-Word Movie: Understanding Dyslexia

The D Word: Understanding Dyslexia skillfully explores the complex and often challenging world faced by those who have this disability.  - Sundance Film Guide, 

I now know that The Sundance Film Festival is held each year, mid-January, in Utah. 

I am nowhere near Utah, but this year it's been like waiting for the new Star Wars or Harry Potter for me. 

Dyslexia makes a debut at The Festival:

The D Word gets an A-grade; it's an exemplary example of educational documentary filmmaking. - The Hollywood Reporter, Jan. 26, 2012

Such as review is like sharing icing on the yummiest cake imaginable, even though I won't truly get to eat a piece.

On top of that, the film utilizes a unique perspective by not just educating on the downsides of dyslexia, but also what it truly means to be dyslexic, and the creative pluses that can come from such a condition. - Film Threat Reviews, Jan. 21, 2012

As a sister, a daughter, a friend, a teacher, an advocate, and most importantly to my heart these days, a mom of someone with dyslexia, Mark Bell's review at Film Threat brings tears of joy to my eyes. It's about time! The creative pulses that most often emerge from the brains of  individuals with dyslexia are those that change our world for the better.

A New Kid In Town
I have not seen this film yet, but I have been spreading the word as much as I can. I am hoping this film will make the rounds in our area as well as on HBO. I am working to help this happen. I look forward to taking my daughter to this film so she can be proud.

I grew up with Robert Redford as an already established icon. I'm sure my mom had a poster or two with him on them at some time. I have a "poster" hanging in my work cubicle of The D-Word Movie. I have a strong feeling that in a few years, my daughter will also recognize the Redford name, but for a more personal reason. She will know that Mr. Redford "get's it". I will probably even have to ask her which Mr. Redford - and I can already hear her older voice in my head responding, "Duh. Dylan mom!". He will be her Sundance Kid.

Holiday Graphing

As I've been streaming Pandora.com and listening to the local radio station with my daughters this past week, I realized that this season provides an opportunity for some authentic, differentiated graphing, probability and intentional listening practice.

To Do

Pick a song. Select a day or time period. Estimate how many times you'll hear that song (each can pick their own song even!). Then, keep track and compare.

I thought about it as we were on our way to school the other morning. My eight year old informed me that she had heard I Saw Mommy Kissing Santa Claus "at least 12 times already" that morning. Really? I would've loved to test that probable over-generalization -but I was actually feeling like it had been over 100 times.

Have fun - while I've been typing, I've heard what must be my fifth Frosty of the day!

Other Extensions/Additions

• Compare numbers of female artists and male artists.
• Do you hear any you don't already know?
• Compare hymns and "secular" songs.
• Country artists vs. contemporary artists.
• Songs with lyrics vs. instrumental.

RTI in a Nutshell

In the GR area? Join me Thursday, October 20 from 4-5 at the Rivertown Barnes & Noble. I have an opportunity to provide an overview for teachers and parents of going through the RTI process for reading and what resources are available through SLD Center and the GR Community.

Event Information at Barnes & Noble

Event Informational Invite

We Shouldn't Label, Just Color Code

Perusing EdWeek this evening, one article I selected was commentary on a policy at a high school in California: Color Coded High School ID Cards Sort Students by Test Performance

Educationally Appropriate?

Seriously? I found that I could not even read the article carefully because I was so disgusted at the thought of promoting a system that so visibly segregates based on factors that may or not really matter for individuals in 20 years. I'm not saying that test scores don't have their purpose, but there is strong debate whether or not they really measure what we need to know at this time.

Working in the field of learning disabilities, I tend to focus on growth rather than isolated performance. I prefer to look at multiple characteristics of a person and though I am a successful test-taker, I know many other quality individuals who are not.

Principal Carpenter pointed out that prior to the program, many students did not care about their test scores.

To say that a system that color codes children (of any age) based on their performance on a test is at all appropriate to their educational development is ridiculous. Does such a system raise test scores? Quite possibly since without the right color card, you are not in the "right crowd". You lose out on privileges, have to stand in the long line ..... comparable to adult condoned hazing in my opinion.

Reflection of Human Nature

As I thought more, I realized that this controversial method to motivate students for school performance is indicative of my main frustrations with the current system of education. This is not really for the students; it's to improve the lives of the adults working in the school: their evaluations are dependent now on students' test performances; color coding assists with scheduling like classes; it also assists in identifying groups of kids for appropriate supports and resources.

Perhaps color coding is a more honest system than in other high schools. Students with learning disabilities or others who are not generally considered successful as students often feel that they are not treated the same as those who perform well. Adults are well-intentioned in telling them that's not true and encouraging them to be successful. How many mean it?

Don't many adults who interact with high school age children advice them to find the right crowd... to date the kids that are successful ...... encourage students with similar interests to similar activities? Perhaps this is a more honest and up front way of saying, "yep, test scores are the ticket to all things wonderful".

What does this say to the others though?

Cursive or not to Cursive

http://www.pbs.org/mediashift/2011/10/in-the-digital-age-is-teaching-cursive-relevant279.html?utm_source=Facebook&utm_medium=fanpage&utm_campaign=pbs

I continually push for teaching cursive at some point, but why is it always graded which leads kids to feeling de-graded?