I love the changing seasons, cooler weather, Thanksgiving, family time and Hallmark Christmas movies!! I am a sucker for a sappy Christmas movie!!
During November I will be sharing a couple of days a week about what’s happening in my classroom ~ Dyslexia Therapy class, with my dyslexic students.
Dyslexia affects the part of the brain that processes sounds ~ In Dyslexia Therapy class, we work to re-train the brain. When students enter the “DT” program the first strategy I introduce to them is ~
Every letter has a name, shape, sound and FEEL.
Download this poster & teacher guide I use to introduce this strategy:
Four sounds which students have a hard time discerning is the /f/, /v/ /
th/& /th/. When similar sounds like these are introduced, especially to dyslexics, emphasizing the ‘feel’ of the sound is part of the re-training of the brain to process sounds more effectively.
The first thing the students are challenged to do is ‘discover’ one sound using mirrors to see how their mouth is forming the similar sound in all three words I give them.
fit, fid, fat ~ what sound do these words have in common?
Students make the /f/ sound in isolation, looking at their mouth. I encourage them to describe what part of their mouth ~ tongue, teeth or lips ~ is blocking the sound. When making the /f/, the bottom lip and teeth are blocking the sound. Eventually in the same lesson, students discover the /v/ sound is blocked in the same way; however, their voice is “on” when making the /v/ sound and off when making the /f/ sound.
I show the students this mouth picture to represent these sounds:
After students discover the sound /f/ & /v/, I write the words on the smart board in order to make sound/letter connection.
After students learn the /th/ & /
th/ in the same way, a few lessons later,
they begin ‘tuning’ in ~more~ to how these different sounds ‘feel’.
~it is at this point the students begin retraining their brains to identify these sounds when spelling.
~ Key word pictures, also aid in the recall of each sound.
I truly love to see students slow down and pay more attention when they begin to spell or say “math” or “mother” ~ instead of using a /f/ at the end of math or /v/ in the middle of mother, they ‘feel’ the sound should be /th/ or /
Kiddos ~ beginning in pre-school ~ should all have the opportunity to be introduced to sounds in this mult-sensory way of learning. This is not just for dyslexic students. It is for all learners.
Parents ~ Teachers or Grandparents can introduce sounds to their preschool aged kiddos in this way. Print this post and use as a guide. The free download above, with teacher guide, will be a great resource, too.