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Symptoms of Dyslexia and the Visual-Spatial Learner

September 15, 2014 by Mira and Mark Halpert

Learning Ally, formerly Recording for the Blind and Dyslexia, has put together an excellent overview of Dyslexia Symptoms

Their focus is on outputs — difficulty with reading, writing and math word problems.

This is very different from the International Dyslexia Definition of Dyslexia that says about Dyslexia:

“It is characterized by difficulties with accurate and / or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.”

At 3D Learner, we do not look at the Symptoms of Dyslexia. We first focus on how a student learns best. Many students who have come to us with Dyslexia were visual-spatial learners, who learn best when the student sees and experiences information. Take Jennifer, a classic visual-spatial learner who:

– Had difficulty understanding frequently used words

– Had difficulty remembering words the student has previously seen and not mastered

– Skipped words and lines when reading

– Could not pay attention to that which was boring

– Avoided reading material she did not enjoy

This diagnosis led us to what we call a 3D Learning Approach — where one teaches the visual-spatial learner in a visual-experiential way, while addressing their challenges and building their love of reading and learning.

The challenge with defining dyslexia as a phonics-based program is that it leads to dyslexia programs that focus on weaknesses. We recognize that phonics is important, but suggest you first consider a dyslexia program that: works on the foundational skills of helping your child to understand frequently used words that do not generate a picture; that helps your child to remember words; and to identify and address your child’s relevant issues.

Boca Raton Dyslexia Program Focused on the Visual-Spatial Learner

September 14, 2014 by Mira and Mark Halpert

3D Learner is a hands-on Boca Raton Dyslexia Program. We have helped students from 38 states and 12 foreign countries.

3D Learner takes a very different view of the dyslexic student. Rather than focus on phonics, phonemic awareness and reading fluency, 3D Learner uses a 3D Learning approach – that focuses on the fact that most students with Dyslexia are visual-spatial learner who:

– Are often smart and even gifted – here is a great article called Upside Down Brilliance by Dr. Linda Silverman — a friend and colleague who coined the term visual-spatial learner

– Often have difficulty understanding frequently used words and recognizing words the visual-spatial learner has seen and not mastered

– Frequently have problems with attention and/or visual tracking

The challenge with most dyslexia programs is that they do not focus on these factors, and it takes years to get a dyslexic student to read well, but they still may struggle with comprehension, visual processing and attention.

Alan was a classic ~~dyslexic student~~. His mom had been told to do one of the traditional programs. The estimate was that it would take a year to make a certain amount of progress.

Then she was referred to 3D Learner and he did well. Mom has the resources to do the dyslexia program, too.

Instead of taking a year, Alan completed the dyslexia program in 3 months — primarily because he had improved his vocabulary, word recognition, attention and visual tracking skills.

A good way to see if your child is a visual-spatial learner and to screen for attention, visual tracking or related issues at www.3dlearner.com

Facing 3rd Grade Retention, Pediatrician Suggests Homeschooling — Not Our Choice

September 14, 2014 by Mira and Mark Halpert

If possible, we prefer to focus on Success by 3rd Grade.

Jennifer had dyslexia, a learning disability and ADHD,.

Mom was concerned with Florida’s 3rd Grade Retention Policy — where 3rd Graders are retained if the student scores a Level 1 on the 3rd Grade Reading FCAT, also known as the 3rd Grade FCAT.

The pediatrician recommended home schooling for Jennifer to avoid 3rd Grade Retention.

Jennifer did struggle with reading comprehension, but she did have a 105 IQ — or about the 58th percentile.

Mom asked us our opinion.

Jennifer had five characteristics we often see:

– Jennifer was a visual-spatial learner – who learns best when she sees and experiences information

– Jennifer had many strengths, but a few key weaknesses — she had trouble understanding frequently used words (but, what, if, except, etc.) and recognizing words she had seen and not mastered

– Jennifer lost focus when things were boring

– Jennifer skipped words and lines when reading

– Jennifer got really anxious when we just mentioned the word FCAT — with her heart rate soaring from 85 to 152

With this profile, we were very confident that Jennifer could avoid 3rd grade retention — which then impacted 19% of the students – if she did the 3D Learner Program (R) that improved her reading comprehension, attention, visual tracking, ability to be calm and her resilience.

Another pediatrician who was familiar with our work asked, “Why would a pediatrician make that recommendation, when she should be referring to an educational consultant like you — who specializes in visual-spatial learners.hat is who we strive to be — expert

She added, “I appreciate your rweferring medical issues to me and allowing me to refer educational issues to you”.

This is ho we strive to be.

If you have a concerned, visit our Success by 3rd Grade page, download our book “Success by 3rd Grade“, take our no cost assessments, and if we can help, give us a call for a no cost consult at 561-361-7495,

Dyslexia and Phonics-Based Training — or a Visual-Spatial Learner and 3D Learning

September 13, 2014 by Mira and Mark Halpert

Michael had dyslexia and after 3 years of phonics-based training, he still struggled with reading comprehension.

His mother read about visual-spatial learners and was surprised by three things:

– Michael did struggle with understanding both frequently used words and recognizing words he had probably seen and not mastered

– Michael skipped words and lines when reading and had attention problems

– Michael thought he was stupid until he realized he was a visual-spatial learner and had the same attributes as Edison, Einstein, Disney, Schwab and Branson

Michael then read Upside Down Brilliance by Dr. Linda Silverman.

He was not sure why anyone used the words dyslexia and learning disabilities, when Michael was a gifted visual-spatial learner.

The fact that he had an awesome vocabulary but did not understand the little words and failed to recognize words he had seen and not mastered had frustrated him till he realized this was common for the visual-spatial learner.

Michael needed a 3D Learning Approach that played to his strengths and he needed to improve both his attention and visual tracking skills.

For the first time he realized he did not have ADHD but that he was excitable.

Why do we continue to favor phonics-based approaches and ADHD medication, and reject a 3D Learning approach that teach to his strengths. The answer is that schools tend to do what they have always done, but parents have the option

Avoid 3rd Grade Retention – Focus on Success by 3rd Grade

September 13, 2014 by Mira and Mark Halpert

3rd Grade Retention is a controversial tool supported by Conservatives, led by former Florida Governor Jeb Bush.

Research has found that of 22 stressful situations, students found grade retention the 3rd most stressful life event after Loss of a Parent and going Blind. At 3D Learner, we shift the focus from 3rd Grade Retention to Success by 3rd Grade.

We know who is at risk, often by 1st grade, almost always by 2nd grade and always by the summer before 3rd grade.

This impacts students in public, private and charter schools with the new Florida State Standards — Florida’s new name for the Common Core Standards.

3rd Grade Retention is a real risk for students in Public and Charter Schools, where the replacement for the 3rd Grade Reading FCAT, also known as the 3rd Grade FCAT, will be much harder. We project that 25 to 30% of the 3rd graders will fail the 3rd Grade FCAT Replacement test with a score that will bring 3rd Grade Retention into play.

We have written a short, informative and empowering book “Success by 3rd Grade“. We focus on what parents and grandparents can do to make the difference.

Rather than focus on School Choice (i.e.Public, Charter, Private or Homeschooling), we focus on how your child learns best and what issues might be holding your child back. With the likely challenges being attention, visual tracking, working memory and processing speed challenges.

We would like to offer you a no cost copy of “Success by 3rd Grade“, an online assessment and a debrief, that are designed to provide you with the information, mindset and resources you need to help your child to success and to shift your focus from 3rd Grade Retention to focusing on Success by 3rd Grade.

Just go to Success by 3rd Grade and then call 3D Learner at 561-361-7495

A Visual-spatial Learner or Dyslexia

September 12, 2014 by Mira and Mark Halpert

This article, by Dr. Debbie Walhof an innovative pediatrician, takes a very different view on whether we should look at a student as a visual-spatial learner, or focus on their dyslexia.

As a mother, Dr. Walhof had to deal with years where schools focused on her son’s dyslexia. This leads to both a focus on a dyslexia and their weaknesses and it tends to diminish a student’s self-esteem.

What was missing was a focus on her son’s strengths – his visual-spatial strengths. Dr. Walhof knew her son had these strengths, but did not realize that there was a way to capitalize on his strengths.

When our child first experienced problems with reading our first reaction was to have her tested for dyslexia. We thought a dyslexia test would lead to a dyslexia program that would lead to success.

We were wrong. Our child continued to struggle with reading comprehension problems, even after multiple dyslexia programs.

My wife discovered two things:
1- Our daughter could do far better with a program that taught to her strengths. When we capitalized on her ability to learn best when she saw and experienced information, she could both dramatically improve her reading comprehension and she could love reading
2- When we looked back at lists of dyslexia symptoms, we saw a sharp focus on weaknesses – phonics, phonemic awareness and difficulty reading out loud

When we started to help other dyslexic students, we also noticed two things:
1- Students with dyslexia often have attention and/or visual tracking issues. When the attention and visual tracking issues were identified and addressed, their program was far better
2- When we looked at the Symptoms of Dyslexia, we noticed a distancing of dyslexia from attention and visual processing challenges

Since our focus is on helping student succeed, we shifted to a focus on these students visual-spatial strengths, we identified and addressed the relevant issues and we worked hard to boost their self-esteem and their love for reading.

We want to thank Dr. Walhof for being a leader as both a pediatrician and a mother to shift the focus to the visual spatial learner and their strengths.

7 big benefits from Focusing on the Visual-Spatial Learner and Their Strengths and Interests While Addressing Their Challenges
1- Reading comprehension and learning gains come quicker
2- Self-esteem and self-advocacy skills can be improved
3- Great connection with other visual-spatial super stars – Einstein, Edison, Disney, Schwab and Branson
4- The student sees real benefits in many aspects of their lives

5-We could help the over 60 percent of the student’s who learn this way
6- We could reduce special education costs, drop out rates and long term social costs

7- This opens the door to helping students to be incredibly successful in careers that play to their strengths

We are at the beginning of what we hope will be a Parent and Professional Revolution to focus on the Visual-Spatial Learner and their strengths

Schools May Be Saying Your Child Does Not Have a Learning Disabililty or Dyslexia but …

September 11, 2014 by Mira and Mark Halpert

A mom thought her child might have dyslexia, a learning disability, or a reading disability.

Her child was struggling to understand what she read. The psycho-educational testing revealed above average reading score. Mom called us and asked for help.

We asked, “Did they do a DAR and a short reading comprehension assessment?”

Mom had to go back to the school and ask. The answer was yes.

Every week, and it seems like every day, we hear parents who suspect a reading disability, dyslexia, or a learning disability are being told their child does not have a a reading disability, dyslexia, or a learning disability, because the test shows near or at grade level reading.

Especially with the Common Core Standards or new Florida State Standards, the key reading skill is the ability to comprehend what a student reads. The passages on many assessments are short, but the passages on the new Common Core Assessments or Florida Standards Assessments are long. The other challenge is that the DAR, a Diagnostic Assessment of Reading, focuses on reading fluency and decoding, and not on reading comprehension.

While the DAR showed the student’s reading fluency to be above grade level, a reading comprehension assessment on longer passages showed the student’s reading comprehension was 4 years below grade level.

Both results may have been correct, but the three key points are that:
– Both the Common Core Assessments and the new Florida Standards Assessments will measure a student’s results on longer and more complex passages
– Too often a student is tested for either reading fluency and/or reading comprehension on short passages
– As a parent, you want to insist on a reading comprehension assessment based on the new Common Core Standards with passages similar in length and complexity to these tests.

What really helps is to have a reading comprehension assessment based on the Common Core Standards, even before going into a meeting or submitting a request for special education services.

To get one, go to 3D Learner, complete the assessment at the bottom on the page and give us a call at 561-361-7495.

First Day of School is Like a Dance

September 10, 2014 by Mira Halpert

So today was the first day of pre-school for my grandson. A milestone in so many ways – and a reawakening of sorts, for me as his Bubbie.

You see, my early training and work experience BEFORE I had children was teaching and nurturing pre-schoolers. As the Director of a University pre-school, I got to not only welcome children into their first structured learning environment, but also train young teachers at the University level to be that nurturing teacher! I had students at the opposite end of the school spectrum.

Both groups of students had similar excitements and fears! Excitement for learning new things and meeting new friends, even if they didn’t know what that meant. Tears – yes for both the soon-to-be teachers and students, because their heads were simultaneously spinning with excitement and fear, and the physical response was their way of communicating that. It didn’t take long for EITHER group to acclimate as they helped each other navigate this new environment.

Years later as a mom, I realized that I too had conflicting emotions about sending my child off to school. It was a new beginning for all of us. What I learned, however, was the importance of the tone I had to set for my child. It wasn’t always the words I used when I was around him. It was the feeling I had about this when I WASN’T around him that set up the environment about how this change was going to come about in a positive way. Yes, there were days when I felt it would be so nice to just stay home and do some activity together and not be rushed out of the house. But the days I picked him up and he was so excited about the new friend he made or project he completed independently is what made the effort worthwhile.

So some 35 years later, now reliving this experience, observing my young grandson go to school with heightened emotions, even though for months he has been talking about going to school, just proves that the human response is still the same. Together, he, his teachers and parents will navigate the system and get excited about activities. Again it is the environment around him that will make the difference. It is very much like a dance– a few steps forward and a few steps back, but in the end everyone learns to dance– and wants to dance every day!! It certainly reminded me that we all need to create the environment where kids WANT to dance!

http://www.examiner.com/article/september-transitions-two-steps-forward-one-step-back-cha-cha-cha

For Students with Dyslexia or a Learning Disability 3rd Grade FCAT Replacement Test Will Be Very Difficult

September 8, 2014 by Mira and Mark Halpert

Only 14% of students with dyslexia or a specific learning disability were at grade level on the 2014 3rd Grade Reading FCAT. The new 3rd Grade Reading Florida Standards Assessment will be much harder. We expect only 5 to 7% of the students with a specific learning disability or dyslexia to be on grade level.

What is even worse is that 75 to 80% of the students with a specific learning disability or dyslexia will probably score a Level 1 on the 3rd Grade Reading Florida Standards Assessment. These students may face 3rd Grade Retention.

As the Co-President of the Learning Disabilities Association, I saw this risk 2 and a half years ago when the State of Florida set goals for Students with Disabilities. That goal was to go from 29% passing in 2011 to 71% passing in 2018.

Some people thought the goal was too low. I knew it would be tough and it would require a concerted effort to get there.

Note, the percentages for students with disabilities are higher than students with a specific learning disability or dyslexia, but the trend has been the same for both groups — as flat as a pancake. Not up, not down, but flat.

The Department of Education has taken no specific actions to help students with a specific learning disability or dyslexia.

Rather than accept this, we have done two things:

1- I formed the Florida Advocacy Coalition on Learning Difference to get the attention of the Florida Department of Education, the US Department of Education and groups like the Learning Disabilities Association and NCLD – the National Center for Learning Disabilities. We have gotten every ones attention except the Florida Department of Education

2- 3D Learner has initiated a Success by 3rd Grade Campaign. We have written a book you can have at no cost — the name says it all, “Success by 3rd Grade”

Our goals are clear cut:

1- To make sure parents are aware that you must work with your child’s school and outside professionals to make it happen

2- There are five critical items to consider:

– Does your child learn differently? That is, does your child learn best when he or she sees and experience information

– Does your child skip words and lines when reading?

– Does your child lose focus when taking a hard test?

– Does your child have difficulty remembering what they read on a long passage? This would be a working memory issue

– Does your child get anxious when taking a high stakes test?

Visit our Success by 3rd Grade webpage, download our Success by 3rd Grade book and take our Success Assessment.

New FCAT Reading Replacement Test Will Be Much Harder

September 8, 2014 by Mira and Mark Halpert

Many parents were delighted to hear that the FCAT Reading Test was no longer going to be given. A group of 3^rd Grade moms were discussing that 3^rd Grade Retention would not be such an issue now that the 3^rd Grade Reading FCAT was not going to be given anymore.

A 7^th grade mom, whose son was getting As and Bs, commented that he may no longer have to take Remedial Reading now that the FCAT Reading Test would no longer be given.

The truth is that the 3^rd grade Reading FCAT Replacement Test, known as the 3^rd Grade Reading Florida Assessment will be much harder than the old 3^rd Grade FCAT Reading Test.

We are estimating that the percent of students falling below grade level will increase from 42% to 65 to 70%. The percent of 3^rd Graders who may face 3^rd Grade Retention will increase from 19% to 25 to 30%.

We expected parents to start hitting the panic button in October when the new Benchmark Test Results are given out, but many savvy parents are already hitting the panic button. Math assignments are much harder and the reading passages their child must read are a grade or two above what students were reading last year.

This is not a conspiracy, but it is the truth.

In 2011, 72% percent of Florida students were at or above grade level on the FCAT, even though their comprehension was not on grade level. Then, Florida introduced tougher scoring, and in 2014, the passing rate had declined to 58%.

Let’s look at the New York experience. NY introduced their Common Core Assessments in 2013, and their passing rate dropped from 55 to 31%. In 2014, the passing rate stayed constant. Note, these standards are much harder than either New York’s or Florida’s older standards.

Now with the new Florida Standards and the associated Florida Standards Assessments, we project the percent of students at grade level will decline to 30 to 35%. That means that 65 to 70% of students will be below grade level, and will be required to take remedial reading.

We have listened to officials tell parents not to worry, but we believe this is a time to be concerned and get a clear picture of what present reality looks like. Here is what we recommend …

A concerned parent could and should:

Have your child’s reading comprehension assessed to see that it is based on the new standards
If reading comprehension is an issue, consider

Having the school evaluate your child for a reading disability
Getting school based services
Consider outside services
Assess your child for whether your child learns differently, and whether there are associated visual tracking, attention, working memory or related issues

Phone: (561) 361-7495