study skills info request

Tim -

I don’t know if this is much help but while my child was in elementary school we desperately needed a way for him to keep numbers in their appropriate columns for math operations. After much experimentation, I came up with a yellow grid similar to graph paper with relatively large squares (width and height slightly larger than an average wide-ruled line) for his larger handwriting. Other colors interfered too much with the numbers. But a yellow hairline was too thin; it had to be slightly bolder. He used this through 5th grade, but was too embarassed by it in 6th.

I never tried this (because it was 6th grade by the time it occurred to me) but for handwriting, he would have benefitted from notebook paper that was slightly wider-ruled with a thin yellow line two-thirds of the way between lines to keep his lower case letters in their place. (He treats them all equally.)

I also experimented with different types of assignment record sheets that would capture all the pertinent info with the least amount of writing. One column had check boxes with subject name (one checkbox with a blank line); another column had check boxes for Mon, Tue, Wed, etc. (one checkbox for Next Week) because he was perpetually forgetting to record when it was due. This drove the teachers nuts though because it wasn’t “their form” that they expected all the children to use. Tough noughies.

Best of luck on your project!

One thing I have heard about but never seen is paper in which the lines are slightly raised or embossed, so that they can be felt as well as seen. I’m sure the embossing would have to be relatively light so as not to interfere with letters that need to cross the line.

Seems to me this idea would work especially well for the graph paper that KSE mentioned, since you wouldn’t be crossing any lines to use it for math.

Have you researched Irlen and, I think it’s called, scoptic sensitivity? Some people find it easier to read with colored overlays. The color that works best varies with the individual. Basically, the color seems to adjust the contrast between between words and the background, to suit the individual. It may well be that different colors of paper would work better for some children.

A different use of color is to use it as a coding aide — say, for an organizer. Different colors of paper could mean different things.

For spelling, sometimes using different colors of pencils in a word helps to isolate and highlight just the area that gives difficulty.

A software program such as Inspiration (http://www.inspiration.com) offers a lot of ways to graphically organize information. You might be able to get some ideas from that.

You may want to take a look at the spelling approach used by AVKO (http://www.avko.org) for ideas on how to organize spelling words by pattern. Not sure how it could be incorporated into a personalized system, but maybe you will see something useful.

Mary

Tim,
You are talking about many different issues in your topic, such as, fine motor skill problems (affecting handwriting), visual discrimination, phonetic awareness (auditory processing & sequential memory problems), ADHD type issues (organization & study skills). If you research those specific areas, you may find some good strategies. Handwriting Without Tears is an excellant remedial program that specifically addresses fine motor skills, I also use it to reinforce learning the letters and sounds. It is very inexpensive and covers both manuscript and cursive writing and it is very hands on. When dealing with fine motor skill problems, proper grip on the pencil is needed, using a comfortable pencil grip helps also. Finding a good occupational therapist is useful. The Lindamood Bell LIPS program is great for auditory processing issues, it addresses sequential memory, phonemic awareness, spelling expectancies and overall reading. It has many built-in strategies and uses all learning modalities to help the students retain what they have learned. There is a ton of information out there on ADHD strategies for organization and study skills that are a benefit to all students, but especially those that have processing disorders (dyslexic). The students need a variety of strategies to try out and see what works best for them, along with good remedial programs that target the greatest area of need. Good luck. I’d like a copy of your paper when it’s finished. I am a special education teacher and always looking for better ways to give my students the opportunity to learn.
Arlene

TIM: For my son, the SIZE of the lines on the paper is a huge problem — his eyesight is normal but his writing is naturally still ‘kindergarten’ sized at beginning grade 3. (Also the faintness of the lines, though not so much as in Grade 1). The smaller he must go, the more he resists writing, and I notice that when he writes willingly (ie making a list for Dad of items needed for a much-awaited camping trip) he is quite legible (still crooked but readable) and letters are well-spaced, but he is exactly double the size he needs to be for ‘normal’ paper.

He made much progress in a summer program after grade 1 which taught the Spaulding method, which apparently does not believe children are ready to downsize at that age and uses special paper with a combo of red and blue lines that encourage children to write ‘double’ the size of normal notebook paper. He did VERY well with this, but unfortunately backslid as we had a punitive teacher last year who did not help. Spaulding has a website and you might find some interesting ideas in their literature that would support your research.

This year we are going to try using regular lined paper where I have used a marker to make a ‘ground’ line in dark green on every second line. This, I hope, will allow him to write more freely and develop automaticity which is the most important step we can take next. It certainly makes him more WILLING, and that is a large part of the strategy when battling dysgraphia.

I would love to see your research/proposed ‘stationary’ also, if you have time to share…especially if you are able to look into the ‘raised lines’ paper, I have heard of that but have not been able to locate any. ([email protected])

A complication of dysgraphia is the attitude of teachers who are not flexible in using aides like this, since most children do not require it — but I believe that encouraging larger printing in the K-3 grades, gradually reducing as the child is ready in 4-5, would do WONDERS for the skills of many children. Also, having such things available easily from stationary stores might make them more ‘main stream’ — if acceptable to ALL kids, MANY parents buy, teachers MUST put up with! What I mean is — develop good materials, then put Harry Potter on them, and the WORLD will be using your stationary — you’ll help LD kids and make big bucks, too!

RE the ‘flexible materials’: One technique I was taught in Uni, was intro’d to my son in his summer programme: Mind Mapping as a way to ‘bring out’ your thoughts and begin to organize them. This might not lead to a ‘pre-printed’ format, but what about stationary that encouraged/reminded children how to ‘get started’ with this? You have probably already heard of this technique, so I won’t go into details…but I love this technique and it is UNIQUELY suited to lateral thinkers, so I am one mom who would “BUY IT” (especially if it had Harry Potter on it…LOL!)

Perhaps YOU will help to educate the educators on the importance of paying attention to such details…thank you! And, should you do so while making millions as a designer in the stationary trade, I say MORE POWER TO YOU…LOL again and best wishes from Elizabeth.

PS: Post your message to the forum on www.dyslexiatalk.com — you will likely get more info. It is a slightly different group and has alot of adult dyslexics who may have some unique input.