It’s Time To Apply What We’ve Learnt… Are You Ready To See How It Works In Real-Life?
In the last module, you learnt exactly what indicators and evidence to look for so you could fairly accurately decide what students are struggling with. Well, now we’re going to have some fun… We’re going to look at how that applies to 2 students I worked with last week.
This is where it becomes ‘real’… so if you are multitasking, put emails or Facebook away and give this 100% of your attention because by the end of these 2 videos, you will see how straightforward it is to informally check a child for phonological dyslexia and visual stress, and this module will challenge you . Let’s get started. 🙂
DIAGNOSING Taylor: a straight-forward case of mild Visual Stress
DIAGNOSING Ben: a straight-forward case of phonological dyslexia.
I worked with a 9-year-old boy, Ben, last week. So I’m going to show you what I did and how that measures up with the steps I showed you in the last module for diagnosing phonological dyslexia. This video is particularly important for anyone who wants to know how to diagnose phonological dyslexia.
DIAGNOSING Samantha: Straight-forward case of visual stress PLUS phonological dyslexia
Fascinating! Samantha is a primary school girl I was working with recently and I want to show you the steps I went through to diagnose what she is struggling with. Working with Samantha was very different from working with Ben (the previous video).
What you will learn in the next module…
This next module is very practical. You’re about to learn a whole heap of brand-new strategies that you can apply in your classroom straight away. Equipped with what you are about to learn, you will become a “Dyslexia Expert” in your school.