Tuesday, March 25, 2014

New Food Chain Worksheets I just made for our studies :D

I make worksheets that are coloured in writing. This helps my son track where he is instantly. When he moves into the word problems later on, I also colour code them to the paragraph in which the information is originally found. This helps him gather the information better and be able to retain the lesson at hand with a more in depth comprehension. 

Thursday, March 13, 2014

Common Characteristics and Online Testing for Dyslexia

If you suspect your you or your child may have Dyslexia, the next best step is to take an online test. After that has been established, you can take steps to getting a proper diagnosis by a Psychologist Doctor who is trained specifically for Dyslexia.

Here is one online test that is thorough and I recommend.  You can find out more about it by visiting their main website at Reading Horizons by clicking the banner below: 

Homeschool Reading Program

On www.dyslexia.com they have a list of Common Characteristics that you can look at first, to help identify if your child does, or does not have Dyslexia. 

I can tell you, I experienced and do experience about 98% of all the things listed below. Some things to look for that are listed on Dyslexia.com are:

  • Appears Bright, highly intelligent, and articulate but unable to read, write, or spell at grade level. 
  • Labelled as lazy, careless, dumb, immature, "not trying hard enough" to be helped in a school setting. 
  • High in IQ, yet may not test well academically; tests well orally, but not written. 
  • Feels dumb; has poor self esteem; hides or covers up weaknesses with ingenious compensatory strategies; easily frustrated and emotional about school reading or testing. 
  • Talented in art, drama, music, sports, mechanics, story-telling, sales, business, designing, building, or engineering.
  • Seems to "zone-out" or daydream often; gets lost easily or loses track of time.
  • Difficulty sustaining attention; seems "hyper" or "daydreamer."
  • Learns best through hands-on experience, demonstrations, experimentation, observation, and visual aids. 


  • Complains of dizziness, headaches or stomach aches while reading.
  • Confused by letters, numbers, words, sequences, or verbal explanations.
  • Reading or writing shows repetitions, additions, transpositions, omissions, substitutions, and reversals in letters, numbers and/or words. 
  • Complains of feeling or seeing on-existent movement while reading, writing, or copying. 
  • Seems to have difficulty with vision, yet eye exams don't reveal a problem. 
  • Reads and rereads with little comprehension.
  • Spells phonetically and inconsistently.

Hearing and Speech:

  • Has extended hearing; hears things not said or apparent to others; easily distracted by sounds.
  • Difficulty putting thoughts into words; speaks in halting phrases; leaves sentences incomplete; stutters under stress; mispronounces long words, or transposes phrases, words, and syllables when speaking.

Writing and Motor Skills:

  • Trouble with writing or copying; pencil grip is unusual; handwriting varies or is illegible.
  • Clumsy, uncoordinated, poor at ball or team sports; difficulties with fine otor skills and tasks; prone to motion-sickness. 
  • Can be ambidextrous, and often confuses left/right, over/under.

Math and Time Management:

  • Has difficulty telling time, managing time, learning sequenced information or tasks, or being on time. 
  • Computing math shows dependence on finger counting and other tricks; knows answers, but can't do it on paper. 
  • Can count, but has difficulty counting objects and dealing with money.
  • Can do arithmetic, but fails word problems; cannot grasp algebra or higher math. 
Memory and Cognition:

  • Excellent long-term memory for experiences, locations, and faces. 
  • Poor memory for sequencing, facts and information that has not been experienced.
  • Thinks primarily with images and feeling, not sounds or words (little dialogue).

Behaviour, Health, Development and Personality

  • Extremely disorderly or compulsively orderly. 
  • Can be class clown, trouble-maker, or too quiet.
  • Had unusually early or late development; stages (talking, crawling, walking, tying shoes).
  • Prone to ear infections; sensitive to foods, additives, and chemical products. 
  • Can be an extra deep or light sleeper; bedwetting beyond appropriate age. 
  • Unusually high or low tolerance for pain. 
  • Strong sense of justice; emotionally sensitive; strives for perfection.
  • Mistakes and symptoms increase dramatically with confusion, time pressure, emotional stress, or poor health. 

Hope some of this information has helped bring insight. 

Happy Learning!

Monday, March 3, 2014

The Bigger Picture

Great Videos by the producers of The Big Picture Rethinking Dyslexia

Advice for Kids

Thoughts on how we should be dealing with Dyslexia in the school system

Advice to Teachers

Advice for Parents

A lot of the same suggestions is what I mentioned in the Dyslexia Debate post. It is encouraging to know and see what other families are going through and know that they feel the same way on things.

Happy Learning!