by Dyslexic Advantage Team | | dyslexia, Math, Teaching
For dyslexic students, the problem with word problems isn’t just the fact that they have to be read without error – but that there are many aspects of the language commonly found in word problems that will frustrate many dyslexic students if they... ![[PREMIUM] The Auditory Friendly Classroom](https://old.dyslexicadvantage.org/wp-content/uploads/2019/07/auditory.jpg)
by Dyslexic Advantage Team | | dyslexia, Premium, Premium Content, Strategies, Teaching
ENVIRONMENT – Reduce background noise as much as possible (carpeted, tennis balls on chair legs, closed doors) – Preferential seating for students – away from doors, windows, noisy heaters, overhead projectors, pencil sharpeners, noisy classmates – Allow students to... 
by Dyslexic Advantage Team | | dyslexia, Teachers, Teaching
In our one of our Premium magazine issue, we wrote about the scientific basis of late blooming and why dyslexics students – and gifted dyslexic students in particular are likely to be this way. Shelley Wear, a long-time Dyslexic Advantage volunteer and teacher... ![[PREMIUM] The Dyslexic Professor](https://old.dyslexicadvantage.org/wp-content/uploads/2019/06/shutterstock_601253699.jpg)
by Dyslexic Advantage Team | | Being Dyslexic, Famous People with Dyslexia, Premium, Premium Content, Teaching
Nigel Lockett is a seasoned academic, Associate Dean, Head of the Hunter Centre for Entrepreneurship, co-author of a popular entrepreneurship college textbook, award-winning teacher, and serial entrepreneur who recently embraced his dyslexia and began blogging as “The... 
by Dyslexic Advantage Team | | dyslexia, Parents, Teaching
“How do you not to feel stupid when everyone else is learning something that you can’t grasp at the same pace? The shame of not being able to read out loud without stuttering or misspelling something on the blackboard in front of the class was almost... 
by Dyslexic Advantage Team | | dyslexia, Spelling, Strategies, Teaching
From this book from Nancy Mather and colleagues, a 5th grader was shown a word from her adapted spelling list, then asked to write it from memory. Needless to say, the exercise was quite frustrating for the student. From the authors: “Her teacher next showed...
