Neuroplasticity Principle #5 In Neuroplasticity Principle number 5, we look at how intensity matters in teaching reading, writing, and spelling in order to make the necessary changes and cement skills for automatic retrieval for dyslexic and neurodiverse learners (and all learners!). “Change (plasticity) requires intensive training” (2023, Centre for Independence). If you want to get […]
In Neuroplasticity Rule Number 6, we discuss how time matters. The sooner a learner is identified as having neurodiverse needs, whether they be dyslexia or dysgraphia or ADHD for example, the sooner the correct supports can be put in place to ensure success for that learner. This can be both at home, and at school. […]
Wow! I’m on a podcast! Recently I took part in the podcast series Human Chapters. It was huge for me to do this, and I want to thank Arti from Human Chapters for finding me and giving me this opportunity to share. My story covers the journey I have been on over the last 8 […]
Neuroplasticity Rule #4 If we want to elicit change (or plasticity), this will require enough repetition (2023, cfimove.org). Now how many repetitions, is really dependent on a lot of different circumstances, for example, what we are learning, and what other extraneous factors are contributing to needing to learn it, and how our brains work with […]
I just love these Neuroplasticity Rules from Brain Chat. How do we relate the “Use it or Lose it” rule to reading, writing, and spelling for neurodiverse learners? Simply put, neurodiverse learners may need many, many more repetitions on a regular basis of reading and writing skills than a neurotypical brain needs, in order to […]
Neuroplasticity Principle #2: Over the following weeks, I’m putting together my thoughts about the principles of neuroplasticity, and how these may relate to dyslexic and neurodiverse learners. So what does principle number two mean – use it and improve it, and how would this relate to teaching literacy to a Dyslexic learner? Simply put, use […]
Neuroplasticity Principle #3 In Neuroplasticity Principle number 3, we look at how being specific with what we teach and how we teach, affects the plasticity of the brain (Centre for Independence). The type of literacy instruction experience for all learners will dictate the nature of the change in the brain (plasticity). We say all learners, […]
This time two years ago, I had a neurodiverse teenager starting College (high school in America) and a neurotypical 11yo starting Intermediate. It was a busy time and really stressful for my neurodiverse learner. So much so, that we had a period of cognitive overload which resulted in a prolonged period of restraint collapse. If […]
What is the difference between a blend, and a digraph? A good question! I like to describe blends as two or more letters that each represent their own sound, put together in words. For example, s and p are blended together in the word ‘spot’, but you can still hear their individual sounds. S, p, […]
What are vowels, and why are they important? This is a very simple overview of how I initially teach the importance of vowels to my new students. Vowels are sounds in our language that are made without closing our lips or stopping the flow of air. They differ from consonants, as with consonants, you restrict […]
