Here's another in our series of videos on tutoring using Orton-Gillingham practices. For more lessons you can use at home or in the classroom, subscribe to our YouTube channel (link on right sidebar).
[embed]https://www.youtube.com/watch?v=cIsVxeBQs74&feature=youtu.be[/embed]
(Sorry these are posted late and out of order...our beloved camp photographer Nina was packing for college!
Today we'd like to recommend two books that Susie finds helpful and often shares with others during her training prog
rams. First, Creating Robust Vocabulary: Frequently Asked Questions & Extended Examples by Isabel L. Beck PhD, Margaret G. McKeown Phd, and Linda Kucan. Second, Bringing Words to Life, Second Edition: Robust Vocabulary Instruction by the same authors. Lead author Isabel Beck's bio reads impressively:
"Isabel Beck, Ph.D., is a Professor of Education and Senior Scientist at the University of Pittsburgh, where she teaches reading education courses and conducts reading research. She has engaged in extensive research on decoding, vocabulary, and comprehension, and has published her work in over 100 articles and chapters as well as in several books. She is a recipient of the Oscar S. Causey Award for Outstanding research from the National Reading Conference and the International Reading Association’s William S. Gray Award for lifetime contributions to the field. She is also a recipient of the contributing researcher award from the American Federation of Teachers for "bridging the gap between research and practice.”
Beck is also the author of Text Talk, a multi-approach text-to-talk learning program for three different levels, sponsored by Scholastic. Enjoy these resources!
Thanks to our camp photographer, Nina van der Vorst, for these opening day snapshots. We're having a blast so far!
Last month, Susie led 5 women through the Orton-Gillingham Associate Level Training program out at Camp Spring Creek. After many hours of work, many tests, many flashcards, and even more observations to come, these women finished strong. We want to acknowledge their efforts in the course, as well as the support from their families who were without them for 10 days. Traveling from Pennsylvania, Alabama, and South Carolina, they gave up a lot to be here...and chose to work hard for the betterment of children with dyslexia. THREE CHEERS!
For those of you who use our YouTube channel and this blog as an educational resource, we've sorted the categories on our site (on the right sidebar) to make it easier for you to find the videos you're looking for. Camp videos and educational/training videos are separated into their own tags under Resources--please explore, and enjoy!
We recently came across the text for “Teaching Kids to Read” by Ted Hirsch and were moved to share an excerpt with our readers. In depth, passionate, and precise, this essay offers the former principal of South Shore Charter School’s insights after many years as a teacher, administrator, and advocate for all kinds of learning in Massachusetts. Diagnosed with dyslexia, Hirsh appears to have had a particular interest in formulating a curriculum at his school that worked for children of all learning styles and abilities. Here’s an excerpt from Hirsch’s chapter called “Benchmarks,” which we found unique and specific:
There are well-documented statistics showing huge discrepancies in the amount of time students spend reading. The publicly stated goal of having every child be an independent reader by the end of third grade is any elementary school’s most important job. Without this independence, children will not read enough to acquire the vocabulary necessary for sophisticated discourse. Listed below are a set of benchmarks children need to meet to attain reading independence by the end of third grade.
Kindergarten
To be able to auditorily blend and segment three-sound words and nonsense syllables. To know the sound/symbol correspondences for the five short vowels.
To know the sound/symbol correspondences for all single letter consonants except for “q” and “y.”
First Grade
To be able to auditorily blend and segment two- and three-syllable words and nonsense syllables.
To correctly hear and transcribe all of the basic code.
To know the sound/symbol correspondences for all digraphs.
To know the sound/symbol correspondences for e-controlled vowels. To correctly form all twenty-six letters.
To be able to read books of the level of the Little Bear series.
Second Grade
To be able to auditorily blend and segment a seven-word sentence.
To be able to distinguish all the phonemes of English and make correct transcriptions. To take dictation of any material from the basic code and punctuate it accurately.
To know the rules for the soft “c” and soft “g.”
To know the rule of doubling the consonant after the short vowels when adding suffixes. To spell regular past tense verbs.
To read aloud fluently and for understanding, making pauses and voice modulations which demonstrate the understanding of punctuation.
To be able to sub-vocalize when reading.
To be able to read books at the level of Tales That Julia Tells.
Third Grade
To understand and use the combinational and generative nature of words (root words, prefixes, suffixes).
To take dictation of seven-word sentences (with words from the truly English layer of the language, thus excluding words of Latin and Greek or other foreign language derivation that do not take on typical English endings).
To be able to read books like Stuart Little by E. B. White or Ramona by Beverly Cleary. To read text orally, with the rhythm of speech.
Interested in Associate Level Orton-Gillingham training? We currently have a training scheduled for May 15th through the 25th. The Associate Level Course is an intensive week-long course for individuals holding a bachelor‘s degree. It is the basic course in the Orton-Gillingham approach, enabling instruction with better understanding of the structure of language and multisensory teaching. The course comprises an in-depth introduction to phonology, structure of English, characteristics of dyslexia, multisensory teaching, assessment tools, grammar and written expression. It includes interactive demonstrations and activities using the OG method. A practicum is available upon request (additional cost), which includes observations and mentoring.
If you or someone you know is interested in receiving training, contact us today to begin the registration process or you can download the program details and registration form right here.
Curious about how it all plays out? Check out some of our training videos on our YouTube Channel.
Here's part 2 of our detached syllable drill video!
Watch as OG Fellow Susie van der Vorst works with a tutee to practice spelling detached syllables.
The video presents several teachable moments--a great guide for aspiring tutors
to consider as they work on best practices for teaching children on the spot.
[youtube https://www.youtube.com/watch?v=jJLw6xaTrJQ&w=640&h=360]
Here's the final installment of our Homeschool Retreat video series from last fall--a two-part video clip
demonstrating the auditory portion of spelling practice with detached syllables.
Every lesson provides a chance for a teachable moment,
and today's video, as well as part 2 (forthcoming), are no exception:
[youtube https://www.youtube.com/watch?v=ySyMM-caSvw&w=640&h=360]
Watch as OG Fellow Susie van der Vorst works with a tutee, adjusting the lesson in real time to meet the student where he is--a fine balance of challenge and encouragement, with corrections and nurturing throughout.
[youtube https://www.youtube.com/watch?v=1q_KeY2wM_Y&w=640&h=360]
Here's the latest in our video series of tutoring, tutee lessons, and observations.
View additional videos right here.
[youtube https://www.youtube.com/watch?v=-hBFCcH7CMY&w=640&h=360]
Today’s interview is with inspiring individual David Flink. According to his website, “David, like so many of the kids on whose behalf he serves today, struggled through much of his pre-college education, feeling marginalized by his education as a whole. Although his parents and teachers frequently reassured him that college was in the cards, he would have found that message more actionable, and useful, if it had come from a peer, a person with a learning difference who had finished college. With that in mind, David co-founded Eye to Eye in 1998 while a student at Brown University. Eye to Eye is the only national mentoring movement that is empowering young people with LD by giving them a mentor who shares that experience.” Last month, we recommended David’s book, titled Thinking Differently, and this month we caught up with him by phone for the following interview.
Camp Spring Creek: We’ve seen your video for the Dyslexic Advantage Conference and appreciated your take on life. Can you briefly tell us your dyslexia discovery or diagnosis story?
David Flink: I was pretty shy as a kid. I had moments of feeling gregarious, especially in things unrelated to academics. If you asked me to pull a quarter out of someone’s ear, you would see a different person than you saw in school. Things really came to a head for me in fifth grade when I went to a Jewish day school, with half the day in English and half the day in Hebrew. I was pulled aside because I was struggling and had all English all day. But it wasn’t that I needed more English, it was how my brain worked. It was not the fault of the teachers, of course, they just didn’t really know about dyslexia in the same ways that we do now. That school actually now has a program for dyslexia with better options. At any rate, at that point in my life I was completely bankrupt in terms of my self-esteem. Thankfully, my parents understood and I was tested and diagnosed.
In some ways, that diagnosis was a relief because I had a word to describe my problem. But in other ways, the words “dyslexia” and “ADHD” and “diagnosis” are not words that inspire a lot of hope for a 5th grader. Because of that, the real “discovery” and optimism happened for me when I was invited to leave the Jewish day school and transferred to the Schenck School in Atlanta. Over the course of two years, I became a square peg with a square hole. My diagnosis finally felt like a discovery and a community, not a condition.
CSC: You're currently touring and speaking due to the success of your book, which we recommended to our readers. Have you faced any surprising challenges on the road that are specific to your dyslexia--perhaps expectations from people managing or organizing events--that have provided a chance for you to creatively problem solve and come at things a different way?
DF: I’ve had some really unusual experiences specific to my dyslexia. If I could point to one that really fleshed out what it means to be a dyslexic author and the goals of Eye to Eye, as well as what it means to be an empowered learner, it would be the interview that I did for a particular radio show. Things were moving so quickly this year that I didn’t have a lot of time to prep. I just sort of showed up. I figured the show would want me to do a reading and I had a passage of my book memorized. I showed up, but they had selected their own parts of the book that created a cohesive message of its own. I didn’t have any of that memorized.
I said I couldn’t do it that way. They said, “What do you mean, you wrote it?”
It turns out, the show was pre-recorded and I had time, so I used my own advocacy skills—the same skills I pinpoint in the book—and I asked for double time to do the recording. Eventually, I memorized their selected passages and read it with the passion that they wanted. It went on the air and it all went over fine. I liked that the experience, in the end, probably taught them a little bit about the scope of all learners and opened them up to being more prepared for hosting dyslexic authors in the future.
CSC: Along the same lines, as a public speaker, is there something you wish other people knew about that experience for someone with dyslexia that doesn’t often come up?
DF: You can’t look at me and know I have ADHD or dyslexia at first glance. In many ways, I think my goal is to normalize that and help underscore that the way I learn is the same for 1 in 5 people in America—literally one of the largest minority groups in the country. I’m hopeful that people who come and hear me speak will understand that I can be an example of the potential for all learners, not just 1 in 5. The key to embracing that potential is unlocking how individuals learn best. Highlighting my two deficits and turning them into strengths, while acknowledging that there are things that will always be hard for me, is still okay. If you embrace the idea that our diversity as learners is a good thing, you can see that it essentially makes us more productive citizens, friends, spouses, brothers, sisters, workers, etc. At our Eye to Eye offices, 80% of our staff has a diagnosed learning difference. We show up with our strengths and our deficits on our sleeves. We can work better that way.
CSC: You seem to have a great sense of humor and welcoming energy. Often times, a gregarious personality is the result of overcoming an inner struggle, private confusion, or loss. Have you always been outgoing, or did you have to teach that to yourself? Did you meet or learn about any role models along the way who informed you about the best way to present yourself?
DF: I think I’m probably naturally a people person, even though I’m more of an introvert. The thing that I taught myself was how to use my story and the story of Eye to Eye as a way to help the world. I like telling stories and I grew up hearing stories. My grandfather was a barber, so if you’ve ever been to an old barber shop, you know that half of it is about how you cut hair and the other half is about what you hear while you’re there. I was always out to do what my grandfather did—the storytelling part—and I had to teach myself that, particularly the public speaking aspect. My general feeling is that you should be whoever you want to be. My ideal evening is often just sitting with my wife and a cup of tea and reading the newspaper quietly.
CSC: Let's talk about this idea that dyslexia is this ability rather than a disability. We agree, and we tell our campers that every single day. Can you give us a real-life example of experiencing your ability in a way that let you think outside the box, creatively respond, or solve a problem when your peers without dyslexia were still "stuck" trying to find their way through?
DF: I like to think that probably happens on some level everyday, because you never grow out of your dyslexia. I would say that best idea that ever came out of my dyslexia and seeing the world differently is Eye to Eye. So many people in this world want to help kids with LD and dyslexia and that’s wonderful, but it’s still not enough. In addition to caring parents and caring teachers, I came to understand that I could play a role that no one else had seen before. I could go meet with a child and tell them what my experience was with LD and listen to their experiences and be a support. In some cases, those kids didn’t have a supportive parent or a place like Camp Spring Creek, so I was the only outlet. In other cases, what I offered enhanced the trajectory for that kid. My ability is my story and only I have that. Seeing that, for me, changed everything.
One of the most exciting things I’ve seen in Eye to Eye is that after our mentees get mentored, they often become mentors. Now, they’ve become so engaged in learning, that many of them are staying in education. That impact is huge. That’s taking a disability and turning it into this ability to think differently.
Here's our latest video from our Homeschool Retreat series. Notice that, at times, the tutoring session can be as much about coaching a student through issues of self-doubt as it is about teaching or practicing an Orton-Gillingham based skill.
[youtube https://www.youtube.com/watch?v=3pyA9WZrCWg&w=640&h=360]
Today's interview features inspiring individual Nora S. Newcombe. Dr. Newcombe is Laura H. Carnell Professor of Psychology and James H. Glackin Distinguished Faculty Fellow at Temple University. Her Ph.D. was received in 1976 from Harvard University, where she worked with Jerome Kagan. Her research focuses on spatial cognition and development, as well as the development of autobiographical and episodic memory. A recent emphasis is on understanding the nature, development and malleability of spatial skills that facilitate learning of science, technology, engineering and mathematics (STEM). She is currently Principal Investigator of the NSF-funded Spatial Intelligence and Learning Center (SILC) and co-directs the Temple Infant and Child Laboratory (TICL) on Temple’s Ambler Campus and the Research in Spatial Cognition (RISC) Lab on Main Campus. Dr. Newcombe is the author of numerous chapters, articles, and books, including Making Space with Janellen Huttenlocher (published by the MIT Press, 2000). Her work has been recognized by numerous awards and publications. We're delighted to feature her wisdom in this interview.
Camp Spring Creek: We came across your essay published in American Educator titled “Picture This: Increasing Math and Science Learning by Improving Spatial Thinking” and agreed wholeheartedly with your observations. Thank you so much for providing teachers with concrete, age-appropriate ideas about incorporating spatial learning opportunities in their classrooms. We were struck by the idea that “learning styles” (ex. kinesthetic, auditory, visual) are a relative myth, and depend more on what a child is exposed to rather than any innate skills. Can you tell our readership, many of whom were trained under that philosophy of learning styles, a little more about this myth?
Dr. Nora S. Newcombe: Many people feel strongly that they like to learn some ways more than other ways. I think they may be right sometimes about what works for them, but not always. A particularly dangerous idea is that if you don’t like something or think you aren’t good at it, you should avoid it. Now that we know you can improve, it is sensible to say that we should all at least try to be well-rounded. It’s like eating. You may really and truly not like vinegar or artichokes, but you don’t really know until you’ve tried them. You might become an artichoke lover!
CSC: Is there one publication above all others that you might recommend for an enthusiastic education advocate or parent interested in learning differences? We’d like to know about something that isn’t wholly academic, but is still solid in its research and selection of content.
Dr. Newcombe: I would recommend another article in the American Educator. It’s by Dr. Daniel Willingham at the University of Virginia, whose Ask the Cognitive Scientist columns provide a wonderfully accurate and accessible account of what educators should know about cognitive science research. See http://www.aft.org/periodical/american-educator/summer-2005/ask-cognitive-scientist.
CSC: What advice would you give to a new elementary teacher who feels determined to “do it all,” yet likewise overwhelmed by the diverse needs presented by the children in any one given classroom?
Dr. Newcombe: I have never been a classroom teacher, but the teachers I know and admire all seem to me to be good at setting goals for themselves, starting with the basics of simple and solid and engaging classes and sensitive interaction with young children. In the longer run, they work on adding nuances and wrinkles. As with many things, it’s good to keep things simple at first, and proceed day by day.
CSC: We’re curious about your personal interest in education advocacy and spatial learning in particular. What draws you to focus on these things and how have you seen children in your own family struggle or succeed in today’s educational environments?
Dr. Newcombe: My interests are based on my love of science and math. I like to look at maps and graphs and diagrams, and I love visual art too. I just want to spread my passion because I think other people may enjoy (and benefit from) this way of thinking too.
We'd like to offer a round of applause and public note of appreciation to all our grant-funding organizations, partner organizations, trainees, tutors, counselors, staff, parents, and of course--our CAMPERS! Without the team effort from everyone on this list, we could not be where we are today. Where are we? We're in a position to offer slightly more scholarships each year, we're in a position to train local teachers without cost to the teachers themselves, we're in a position to observe and celebrate the accomplishments of our "extended family," we're in a position to expand year-round programming and improve our physical campus, and we're in a position of sincere gratitude to all of you as we look to the future and realize our fullest capabilities are within reach. Slow and steady, we're growing the best ways we know how. Thank YOU for making it possible!
For substantial funding and grants:
Ms. Robyn Oskuie (Endowment)
Dr. Louis Harris (Endowment)
CFWNC (People in Need Grant)
Mitchell Fund (People in Need Grant)
For partner organizations:
Academy of Orton-Gillingham Practitioners and Educators
Augustine Project Winston-Salem
For individual donors:
Philanthropists: Mr. & Mrs. Bill Shattuck, Rainbow Fund, and The True North Foundation.
Benefactors: Triangle Community Foundation
Sponsors: Mr. & Mrs. Tom Brown, Mr. & Mrs. Duane Connell, Mr. & Mrs. Walter Daniels, Mrs. Lori Ferrell, Dr. & Mrs. Bill Sears, Longleaf Foundation, Mr. & Mrs. Samuel S. Polk, Mr. and Mrs. Jeremy Teaford,
Supporters: Mr. Edward Banta, Mr. & Mrs. Charles McClain, Mr. Andrew Oliphant, Mr. & Mrs. Robert Oliphant, Mr. & Mrs. Jonathan Schoolar, Dr. & Mrs. Brian Shaw, Mr. & Mrs. Mike Warren.
Contributors: Mr. Brown & Ms. Rosasco, Ms. Marobeth Ruegg, Mrs. Geradts Cutrone, Ms. Amanda Kyle Williams, Mr. C. Wilson Anderson, Jr., Mr. & Mrs. Dan Blanch, Mr. & Dr. Christy, Mr. Jon Ellenbogen & Ms. Becky Plummer, Mr. & Mrs. Jeff Greene, Dr. & Mrs. David Hoeppner, Mr. & Mrs. Morgen Houchard, Ms. Valerie Imbleau, Mrs. Karen Leopold, Mrs. Theresa Krug, Mr. Thomas Loring, Mr. & Mrs. Brannon Morris, Mr. & Mrs. Joel Plotkin, Ms. Rebecca Morgan, Dr. & Mrs. Anthony Shaw, Mr. & Mrs. Jason Smith, Mr. & Mrs. Robert Tucker, Dr. & Mrs. William Chambers, Dr. & Mrs. Taylor Townsend, Ms. Juanita Greene, Mr. & Mrs. Kevin Schulte, Mr. & Mrs. Matthew Baker, Mr. & Mrs. Ed Anderson, Mr. & Mrs. Roger Burleson, Mr. & Mrs. Charles Tappan, Mr. & Mrs. Scott Ramming, Mr. & Mrs. A D Dreibholz, Mr. Thomas Gilchrist, Mr. & Mrs. Phillip Jackson, Mr. & Mrs. Steve van der Vorst, Mr. & Mrs. Alton Robinson, Mr. & Mrs. Michael Wollam, Mr. and Mrs. Royall Brown.
Friends: Mr. R. Patterson Warlick, Mr. & Mrs. Joe Street, Mr. & Mrs. Frederick Pownall, Mr. & Mrs. Clinton North, Mrs. Nancy Coleman, Mr. & Mrs. David Broshar, E & J Gallo Winery, Ms. Gina Phillips, Mr. & Mrs. Raymond Humphrey, Mr. Paul Eke & Ms. Sonja Hutchins, Mr. & Mrs. James Butts, Mr. Eugene Morris, Mr. & Mrs. Jim O'Donnell, Mr. & Mrs. Ronald Cox, Mr. & Mrs. Roger Vorraber, Mr. John Littleton & Ms. Kate Vogel, Mr. & Mrs. Thor Bueno, Mr. Osaretin Eke.
This video from our Homeschool Retreat features the acronym CLOVER, which stands for the 6 syllable types: closed, consonant LE, open, vowel combo, silent e, and r-controlled. Watch and learn alongside the tutor (who is being observed for certification training hours) as the tutee works on this syllable drill.
[youtube https://www.youtube.com/watch?v=WNw-TW15k2A&w=640&h=360]
Here's the next installment in our video series from this fall's Homeschool Retreat. We hope to start using a more sophisticated video camera in 2015, so apologies in advance for the sound quality on this short clip. The visual part of this drill is what is essential, however. Notice how Susie uses gestures and expressions to guide the tutee toward success during this tutoring session: [youtube https://www.youtube.com/watch?v=ojdNZCFqb9M]