For anyone who can't see what is on the board: Phonological loop: Eyes (See it), Mouth (Say it), Ear (Hear it) Orthographic loop: Ear (Hear it), Hand (Write it), Eyes (Read it)
I used the technique of having my students say the words and spell the words, as suggested in this video, on Monday of this week. By Wednesday, ALL of my students scored 100% on their spelling pre-tests... First time ever it happened with this group! I can't wait to try the same method next week to see more incredible results. Thank you so much for sharing! (One of my students usually cries during spelling tests, and there were no tears this time. Thank you, thank you, thank you!)
This is great! Thank you for posting! For those criticizing her speed and use of yellow marker, etc... She may be giving a pro-d workshop in a room that is not her own. She may be nervous or strapped for time. Nevertheless, the info is amazing!
My daughter has Language Processing Disorder and I have not been able to find a speech therapist that specializes in LPD. Thank you for posting this video.
This is so inspiring to me thank you so much. You truly care and have a passion for teaching. This video changed the way I view myself and my auditory processing disorder.
Thank you . As a mother who has a 6 year old boy having difficulty learning to read. This has just given me some great tips on how to re approach the key words to help him kick his reading off and have it click for him . I am actually crying with joy knowing I can help him. This year being his 1st year of school . We have had remote learning for almost 7 months in Melbourne Australia . Thank you 🙏 I feel this could really change things for my Charlie .
This is an amazing presentation to help educators use new strategies to support students with processing disorders. I began using these strategies with my students and I began to see progress. Thank you so much!
I love this! I am a teacher and I have a reading disability. This information is all spot on! I use multi-sensory approaches with my students using motions, visuals, written, and auditory
This is soooo cool. I have Auditory Processing Disorder, but I learned how to read, no problem. I heard that most people with APD struggle with reading but I enjoyed reading and could only remember enjoying reading. This video helps explain it. I went to a tiny village school in the late 80's. My village teacher used to teach like that ^^^^. I was in the advanced classes in secondary school and went on to university (used disability services for lectures). I love that something my elderly teacher probably figured out on her own in a poor remote community has relevance for teacher's today. I don't remember any of the students taking issue with her making us repeat it back to her. But I suppose in small communities, young kids are eager to please. We didn't know it wasn't the norm.
Graphics and directions in writing are the way to reach these kids. Color helps greatly. Treating these kids like they are hearing impaired is a great way to approach them.
@@VanDowall my opinion all their stupid TRICKS TO MESS UP GIFTED ...SPECIAL ... ARTISTIC ..CHILDREN ...TEENS...ADULTS WHO THINK OUT SIDE THE BOX....STEAD OF THE STUPID TRICKS...SHOULD BE TEACHING SELF ESTEEM SELF CONFIDENTS. SELF WORTH POSITIVE THINKING ENCOURAGING ...STRENGTHES.... SHOWING LOVE....THEN LABELING.....HELPING WITH THE WEAKNESSES
I have banned my kids from using yellow during pandemic virtual school for the teachers sake. 🤣 After hundreds of hours of volunteering in the classroom kids when given a choice will almost always use yellow to write with. Mostly boys. It is so odd. Something I noticed.
I don’t know if you’ll ever see this. I’m an adult with an APD. Found out senior year after retesting for my IEP. I asked what it was and she (the teacher )tried to explain and then laughed when I didn’t understand. (I understand the irony lol ). When I watch this, I feel like you explained my brain. I have such a better understanding now. I’m even sharing this with my sons teacher! Thank you for this 🙏🏻
I can just observ her shaking with excitement, but she performs really awesome 🆒💯. I think I can get a lot from her. Big congratulations 👍 and good luck 🙏🌹
Hi there, about two months ago I was looking for a strategy to help one student with language, dysgraphia, and memory. I had an OT in my room this week and she was interested in the procedure. She asked me to see the research on this method. Can someone point me to the literature?
My Grand daughter, would be trying to write upper case B or lower case f, she would not get thr the first word. I will need to try this with her tomorrow. Thank you.
I have a receptive processing disorder, so I have trouble understanding a lesson, whether it's hearing, reading or even pictorial. Terminology throws me. When she said "Upper case B and Lower case F," I'm unable to write it out, because I don't understand what she means. Will she ignore me, explain it or just tell me to "Do the best you can"?
Forget the comments about writing in yellow and slowing down. Your presentation speed shows your passion and your enthusiasm. Your audience should have been capable of keeping up with you - they do not have learning difficulties. Your energy should have dragged them along if there was a problem. Your anecdotes and reference to your own child add credibility to your content. I hope you get paid well for your contribution to an area where education is failing students globally.
I found an hour long video of this class, complete with the instruction on what these terms are that she uses during the clip. ru-vid.com/video/%D0%B2%D0%B8%D0%B4%D0%B5%D0%BE-aVkiVN4Q6bI.html
When using this strategy for spelling - do you say the word twice or spell the word twice, or say the word and spell the word twice? That part was unclear to me since the examples in the video are with letters and then letter-sound combinations. How might this strategy look if you're teaching sight words? Thank you!
For a child who has sensory processing disorders, is it a big issue if he does not follow the conventional orthographic patterns when writing "d," "b," and "p" yet does follow conventional patterns for other letters? Is this a sign that his mental processes are being overtaxed, or is it a non-issue?
Because the Reading Horizons program is sequential and builds on itself, we start by only teaching the short sound of the vowel. Because students will initially learn these slides to prepare them to read simple CVC (consonant-vowel-consonant) words, the slide is read with the short vowel sound. So for example the slide "fo" is read with the short vowel sound to help students prepare to read words like "fog." Soon after students master simple CVC words, then they are taught the long vowel sounds and 5 skills to determine which sound of the vowel is used.
Thank you . As an adult I have processing challenges . When you shared the whole thing on FA they all sound alike ! Only because you coached us did I really they were alike . I understand from you sharing they are different, however I don't HEAR IT. PLEASE HELP
Love this..but same time makes u feel angry & disappointed when teachers treat your child like crap bc they hear & repeat sounds differently than most..and instead of helping they give your child a big gold PROBLEM kid pin to wear infront of thier peers...
"Hold it up and show me." I don't understand what you're telling us to write down, so I cannot show you. Now what? Just watch what the other students are doing. And if I still don't get it, then what? I've had this happen to me waaaayy too many times, til I had to just leave the class and never show up again. I have a real problem when no one understands my LD and won't even try to help. My only option was to give up, which I don't believe in, but I don't know what else to do.
Hi, JoAndra. The first thing to remember is that we're only seeing just a snippet of her whole presentation. There is most likely some instruction we didn't get to see. She describes slides, symbols that should be under vowels, etc, but not the explanation of what these are. I'm curious, in your previous post, you commented that you were unable to write it down. Was that because you were unaware of what she was looking for, or because you couldn't connect what she was saying to what you needed to write down? Also, I'm curious, did you repeat it back? I am simply curious to see if you completed the loop she spoke of but still could not complete the task. I work with students with different types of processing disorders, so I'm digging for some form of educational gold here!
I am a non-native speaker AND I can understand her clearly, just fine. Although, the instructor might smile a little more... Thank you for sharing your insights, have a wonderful day !
Thank you, Bella Bell, for pointing that out. I thought it was just me, because I have a receptive processing disorder. Not only language, but even drawings of instructions. I cannot even figure out maps and grids.
Can't follow what she's saying because she talks so much and so fast....doesn't stop to see if her audience is following what she's talking about and/or has any thoughts/questions about it. Not an engaging lecture...overloading me with info. Am I alone?