30 thoughts on “Strategy for Teaching Students with Processing Disorders How to Read”

  1. The teacher looks extremely winded. I’m wondering if she was feeling okay… It was a really good video. I have processing issues and I can see that my teachers using some of that during notes taking would help so much.

  2. this is a great teacher…but it seems to me she has asthma or sth😕 i hope she is ok now🌹

  3. please help me to get a scoraship I would like to learn in USA .I have 13years old

  4. I found an hour long video of this class, complete with the instruction on what these terms are that she uses during the clip. https://www.youtube.com/watch?v=aVkiVN4Q6bI

  5. "Hold it up and show me." I don't understand what you're telling us to write down, so I cannot show you. Now what? Just watch what the other students are doing. And if I still don't get it, then what? I've had this happen to me waaaayy too many times, til I had to just leave the class and never show up again. I have a real problem when no one understands my LD and won't even try to help. My only option was to give up, which I don't believe in, but I don't know what else to do.

  6. This is so inspiring to me thank you so much. You truly care and have a passion for teaching. This video changed the way I view myself and my auditory processing disorder.

  7. This is great!  Thank you for posting!  For those criticizing her speed and use of yellow marker, etc…  She may be giving a pro-d workshop in a room that is not her own.  She may be nervous or strapped for time.  Nevertheless, the info is amazing!

  8. I have a receptive processing disorder, so I have trouble understanding a lesson, whether it's hearing, reading or even pictorial. Terminology throws me. When she said "Upper case B and Lower case F," I'm unable to write it out, because I don't understand what she means. Will she ignore me, explain it or just tell me to "Do the best you can"?

  9. Graphics and directions in writing are the way to reach these kids. Color helps greatly. Treating these kids like they are hearing impaired is a great way to approach them.

  10. For anyone who can't see what is on the board:

    Phonological loop:
    Eyes (See it), Mouth (Say it), Ear (Hear it)

    Orthographic loop:
    Ear (Hear it), Hand (Write it), Eyes (Read it)

  11. I love what she has to say but I had incredible difficulty understanding because she spoke so fast and used yellow marker. So I played the video back many times over and over and I think this is the gist of the first two minutes…

    Feedback loop to build working memory:
    I say it twice
    You say it twice
    You write it once

    Students with language processing disorders have deficits in one or both of these loops…

    Phonological loop:
    Sensory input –> Motor output –> Sensory output
    Eyes –> Mouth –> Ear
    See it –> Say it –> Hear it (perceiving what you just said)

    Orthographic loop: (picks up where the phonological loop left off)
    Sensory input –> Motor output –> Sensory output
    Ear –> Hand –> Eyes
    Hear it –> Write it –> Read it

    To fix dysgraphia, dyslexia, oriented language deficits you have address these deficits
    If you don’t say it, you’ve missed a vital piece of the Phonological loop
    Students have to say it back!

    I hope I got this correct – John

  12. You are so passionate about what you are teaching, one can see and feel it. Thank you it was very informative.

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