WHAT IS DYSLEXIA?

Definition Dyslexia is a specific learning difficulty that primarily affects the ability to learn to read and spell. It often runs in families and stems from a difficulty in processing the sounds in words.

Did You Know It’s not a sign of low intelligence or laziness. It’s also not due to poor vision. It’s a common condition that affects the way the brain processes written and spoken language.

Many people with dyslexia have above-average intelligence. But their brain may look different from the brain of people who don’t have dyslexia

To be able to read, our brains have to translate the symbols we see on the page into sounds. Then those sounds have to be combined into meaningful words. Typically the areas of our brains responsible for language skills work in a predictable way. But when you are dyslexic, those areas don’t work together in the same way. Dyslexics end up using different areas of the brain to compensate.

Some struggle to understand what they’re hearing. This is especially true when someone uses non-literal language such as jokes and sarcasm.

UNDERSTANDING YOURSTRENGTH & WEAKNESSES

To be truly successful not only in school but in our lives, the key is having the ability to assess our strength and weakness honestly and objectively. We are all good at looking at our weakness and ignoring our strengths.

It is important to figure out how to work around your weakness and build upon your weaknesses.

People with dyslexia can still understand complex ideas. Sometimes they just need more time to work through the information. They may also need a different way to process the information

Dyslexia can also make it difficult for people to express themselves clearly. It can be hard for them to structure their thoughts during conversation. They may have trouble finding the right words to say.

Many people learn strategies to manage the effects of dyslexia, but it does not go away and its effects may be felt in new situations or in times of stress.

People with dyslexia often, but do not always, show characteristics of other specific learning difficulties such as: ADHD,audio processing disorder, Visual processing disorder, dyspraxia, dyscalculia, executive functioning disorder.

WEAKNESSES

COMMON WEAKNESSES

• Unexpected difficulty with literacy and numeracy• Difficulties in recognizing the sound structures of a language• Poor working memory, i.e. retaining information long enough to be able to do something with it• Delay in finding the right word quickly when you need it, i.e. naming an object/experience accurately, or relating the symbols you see on the page with the word you know in your head• Delay in becoming automatic in a skill, particularly in the skills of reading and spelling.• Organizing and prioritizing workload• Clearly expressing ideas in writing and structuring essays• Working quickly under pressure or even getting started!• Concentration (especially with background noise)• Keeping up with reading and navigating the library index• Interpreting written instructions or remembering spoken ones• Maintaining focus whilst reading research journals• Taking useful notes• Retaining and recalling information from lectures and often from books• Proofreading assignments• Confidence and self-esteem

Make a list of you weaknesses:

In what ways have you over come your weaknesses:

STRENGTHS

COMMON STRENGTHS

• Highly creative• Can easily grasp new concepts• Holistic: they see the big picture, don’t get lost in details, get to the important aspects, which aids the discovery of problem solutions• Willing to meet expectation and have high regard in work.• Can have good social skills• Ambitious - a need to achieve• Enthusiasm• Persistent• May have good kinesthetic skills• Critical thinking skills• Better verbal skills than writing• Excellent comprehension of stories read or told to them• Excellent at solving puzzles• See patterns, connections and similarities that others don’t see• Strong reasoning skills• Understand abstract ideas• Inclination to think outside the box

Make a list of you strengths:

In what ways can you use your strengths to overcome your weaknesses:

STYLES OF LEARNING

Visual Learner

Audio Learner

Kinesthetic Learners

Learning SuggestionsCharacteristics

• Learn by seeing.• Best understand words that evoke images.• Respond well to demonstrations.• Enjoy visually pleasing presentation.

Characteristics

• Learn by listening and verbalizing.• Listen for keywords and phrases.• Respond well when things are explained aloud.• Think in a linear fashion.

Characteristics

• Learn though doing and trial-and-error.• Prefer hands-on approaches.• Use multiple senses to engage with material.• Enjoy solving real-life problems.

• Record lectures and lessons and listen later.• Read material aloud.• Record yourself reading notes and replay later.• Explain concepts aloud in your own words.• Use word associations or mnemonic devices to help remember.

Learning Suggestions

• Use maps, charts, graphs, and diagrams.• Use videos and PowerPoint presentations• Make and use flashcards• Focus on titles when reading.• Highlight and underline when reading.• Rewrite notes

• Make and use flashcards.• Study with others and exchange ideas.• Study in short blocks• Use examples when taking notes.• Feel free to doodle while studying.

Learning Suggestions

something with how your dyslexia effects youJust a whole page to write down feelings

ADVICE FOR DEALING WITH DYSLEXIA IN YOUR DAILY LIFE

Don't take things too seriously especially from other people.

Laugh at your mistakes

Remember there is no such thing as failure, only opportunities learned.

Take dyslexia as a positive thing, see the benefits it has given you like being more creative or making you a harder worker.

Decided you're not going to let your dyslexia stand in the way of achieving your goals and be prepared to put in the hard work and use every strategy you know to get around it. You will get there like many have before you.

Know your own limits and difficulties. You want to push yourself, but not set yourself up for something you just can obtain.

YOUR ATTITUDE01 What benefits has Dyslexia given you?

Write about how far you have come:

TALK ABOUT YOUR DYSLEXIA

02

Don’t hide from it, it is nothing to hide from. And it can be helpful to talk about to others.

NEVER BE AFRAID TO ASK FOR HELP

03

When your struggling with school never be afraid to ask for help rather they are best friend or a complete stranger from your class.

If you find yourself being negative, getting frustrated or even getting depressed, never be afraid to get help from a school counselor, thats what they are there for.

DO STUFF YOU ENJOY04

Rather its majoring in something you enjoy doing and learning about (more on this in the next chapter).

Or always making sure you allow time for the things you enjoy doing.

Go ahead and write down the people you could go to for help and what they could help you the most on.

For example: Going to your mom to practice presentations because she is the person your the most comfortable with or going to your best friend to review papers because shes a grammar nazi.

FIND WHAT WORKS FOR YOU & STICK TO IT

05

Rather its how you study, how you organize, how you learn. Just figure out what works best for you and stick to it.

CARRY A PERSONAL NOTEBOOK

06

Carry around a personal notebook that can fit in your pocket or purse. This well allow you to be able to record information that you might have trouble remembering.

Also a great place to write down your most frequently misspelled words, so you can always refer back to it.

DIET, EXERCISE, & SLEEP IS IMPORTANT

07

When you’re well rested and in good health, you’ll be able to focus better on your work.

OVERALL SCHOOL TIPS

EMBRACE YOUR CREATIVITY

08

This is very important especially with creativity being one of the most common strengths in dyslexics.

Creativity is a way of engaging with the world and a way of thinking that has nothing to do with the medium of art.

Creativity exist in all areas from business to science to engineering. It can be as simple as discovering a new way to solve a problem.

Discovering where you creativity shines the brightest is a good way in discovering what field you belong in.

What thoughts do you have that are creative?

What might this information be telling you?

GRADES DON’T NECESSARILY REFLECT HOW SMART YOU ARE

Make your main goal to be to LEARN.

IF YOU START TO FEEL OVERWHELMED:

• Pause and take a few breaths

• Take a short break every 20 to 30 min

• Just get up and walk around

• Do yoga or martial arts

FIND SOMEONE WHO UNDERSTANDS YOU

Its important to find someone who understand you

and what you might be trying to say when your having

a hard time expressing yourself. Get them to help you

write your papers or practice presentations on.

BE OPEN ABOUT YOUR DYSLEXIA

Make sure your department understands the issues involved.

Always communicate with your professor if you are struggling. Most professors will appreciate that you’re trying to get help and will be more then willing to help you.

SIT IN THE “SUCCESS SEATS”

Sit in the front and middle or each class whenever possible. These are the “success seats,” which help you pay attention and show your professor that you have come to learn.

PARTICIPATE IN CLASS

Make comments and ask questions. The more you participate, the more you’ll be interested in the class.

MAKE “CHEAT SHEETS”

Always be creating “cheat sheets” for your needs, that you can refer back too. Like the ones given to you in this kit.

FOR ALL AREAS OF LEARNING

Find out the “Why”

Trick your brain into thinking that something is interesting in order to absorb the information.

Before you start an

assignment ask yourself:

What is my goal?•

•

•

•

What do I want to accomplish?

What do I need?

What is my deadline?

While working on an

assignment ask yourself:

How am I doing?•

•

•

Do I need other resources?

What else can I do?

When you are done ask

yourself:

Did I accomplish my goals?•

•

•

•

•

•

•

Was I efficient?

What worked?

What did not work?

Why did it not work?

How did I just waste time?

How can I fix this next time?

IMPROVING YOUR MEMORY

Pay attention to what you’re trying to learn is the first step in improving recall.

While your studying or reading or quizzing yourself, mentally organize facts into meaningful groups.

- Example if your memorizing all 50 state capitals, sort them into geographic groupings: New England, the Mid-Atlantic, the South, the Midwest, and so on.

Associate what your learning with facts you already know.

WHAT STOPS YOU FROM GETTING WORK DONE?

COPING SKILLS FOR WHEN YOU’RE FRUSTRATED OR STRUGGLING:

You may want to discuss your frustration with a tutor or counselor. It is also helpful to understand where your frustration is coming from. When you feel yourself getting frustrated ask yourself the following questions:

1. Am I frustrated because my dyslexia sometimes require me to work harder than other students?

2. What can I do to discharge these frustrations in a good way?

3. Do I understand the task?

4.

5.

6.

Am I frustrated because I need a tutor or some structured assistance?

Would it be better to study with another student in the class?

Would I feel better if I talked to other students in the class about how they are approaching the assignment?

7. Should I work on this course in smaller bits because it is so different for me?

8. Is this course to hard for me? Have I made a poor selection or received poor advice in choosing this course?

9. Should I drop this course?

CONTACTING STUDENT SUPPORT SERVICES

Make your first contact with the student support services office at the time of your orientation or make a visit sometime before school starts.

In the first appointment, reexamine the range of services available on campus and determine with your support services counselor, what accommodation you will need.

During your appointment, bring this book, and ask the following questions on the next page, write down the answers.

AFTER YOU RECEIVED YOUR ACCOMMODATIONS:

Make a list of your accommodations:

Now go back and star all the ones you find most beneficial to you.

Make a list of what accommodations you might want or need for each type of class:

MATH CLASSES SCIENCE CLASSES

ENGLISH CLASSES SOCIAL SCIENCE CLASSES

HUMANITIES CLASSES

An “accommodation” is a change in procedure specifically designed to assist a student with learning difference to be able to perform at his or her best.

To qualify for accommodations, you must have up-to date documentation of a disability. Most colleges require documentation that is less than three years old. If you received accommodations in high school, you will not automatically qualify for them in college.

Common Accommodations

• Extended time when taking quizzes, tests,

and exams.

• Opportunity to take a quiz, test, or exam in a

quiet, non distracting environments.

• Opportunity to take a quiz, test, or exam on a

computer.

• Opportunity to have a break during all test,

quizzes, and timed assignments.

• Entitled to wear headphones or earplugs.

• Entitled to word processor

• Entitled to use a speech to text software for

all tests, quizzes, and written assignments.

• Opportunity to have a note-taker in each

class, permission to tape each class, or

access to the professor’s notes for each

class.

• Early registration privileges to allow you to

custom-design your class schedule.

• Asking for accommodations is not asking a

favor.

• Accommodations justified by your test

documentation are your legal right.

• It’s best to request accommodations and

have them in place, even if you believe you

won't need them. It never hurts to have them

just in case, and if anything take advantage of

the early registrations, it allows for the best

classes and the best professors.

Requesting Accommodations

ACCOMMODATIONS

CAMPUS WIDE SUPPORT

Most college campuses offer academic support that are available to all students.

ACADEMIC SUPPORT

PEER TUTORING

Tutoring provided by students who have a strong knowledge base in a particular subject area.

WRITINGLAB

A place where students can obtain guidance and assistance in completing writing assignments.

LANGUAGELAB

A place where students can hone their foreign language skills by listening to audiotapes.

BUILDING A RELATIONSHIPWITH YOUR PROFESSORS

Your best approach to building a positive, supportive relationship with your professors is to contact each of them individually during the first week of classes and make an appointment to meet with them during their office hours.

During your first meeting with your professor, discuss with him or her your written statement (typically provided by student support services office) that documents your eligibility for accommodations and outlines your particular needs.

Your goal in this meeting, and in later meetings with your professors, is to establish that you are a highly motivated student with specific learning needs.

Be prepared to discuss your situation beyond what is provided on the written statement. ( Why it's so important to understand your dyslexia) ( you might even practice talking about this with your advisor or parent)

CONSIDER DISCUSSING THIS WITH YOUR PROFESSOR:

Ask if he or she would consider not discounting your grade for spelling and punctuation errors on in-class writing assignments where you cannot check your spelling or punctuation.

Alternatively, ask your professor that you be allowed to write on your computer, even for informal, in-class quizzes and assignments.

If you have significant problems putting your thoughts in writing, ask your professor if he or she would be willing to give you a private verbal exam following your written exam.

Explain that this would give you an opportunity to demonstrate your knowledge in a format that is a greater strength for you.

If you have significant memory-retrieval problems. Some professors may be willing to provide you with tests or quizzes in a format that will allow you to better demonstrate your knowledge.

If you tend to do poorly on exams, even when you’ve studied hard, ask your professor if he or she would consider accepting extra-credit work in order to compensate for lower test scores.

A professor is not obliged to provide these accommodations. However, if you establish yourself as a hard-working, motivated student and have explained your learning challenges in advance, a professor is much more likely to be flexible in working with you.

When you establish a positive relationship with your professor- by attending class regularly, by participating in class, and by making regular appointments to discuss any problems you may be experiencing in the course-your professor will be more likely to make informal accommodations for you.

Most students who take a positive approach and demonstrate their motivation find that a majority of professors are responsive and encouraging.

Make a list of questions you want to discuss with your professor:

SELECTING CLASSES

Before school begins, work with your academic advisor to select your classes. Your advisor can help guide you toward professors who are knowledgeable about, and supportive of, students with learning disabilities.

TIP 1 AVOIDAvoid registering for several courses with heavy reading or writing requirements during the same term. You can typically determine reading or writing workload by looking at a syllabus or contacting the professor.

TIP 2 BUFFERIf you anticipate that certain required courses will be especially demanding, buffer your course load with less demanding elective classes. Additionally, try to mix your most interesting classes with required courses that may interest you less.

TIP 3 CONSIDERConsider registering for more classes than you plan to take. This allows you to use the “drop and add” period after classes begin to strategically drop classes that prove to be a poor match for you.

TIP 4 REVIEWCarefully review the syllabus of each course after the first class. Evaluate the reading and writing assignments are possible for you to fulfill, given your other coursework.

TIP 5 REDUCED COURSE LOADTake a reduced course load (around 12 hrs). This will mean you will need to take courses during the summer or an extra semester or two to graduate. While it may not sound appealing to stretch out your studies, you’ll be must better off earning good grades each term and not being as stressed out.

TIP 6 FITTING YOUR SCHEDULEChoose classes that fit your schedule. • If you have a hard time getting up in the morning take a later

class. • Know if online classes work for you or don’t.

TIP 7 SMALL CLASSESAvoid large lectures if possible. Small classes with group discussion will enhance your comprehension and concentration. Plus it will help you build better relationships with your professor and classmates.

PICKING YOUR MAJOR

TESTING TO HELP YOU PICK A MAJOR

INTERESTINVENTORY

PERSONALITYTESTING

ABILITY TEST

Can help you think in a more organized manner about your interests and the types of jobs that relate to your interest. It will not tell you if you have the skills needed to succeed in a particular career, but they will tell you which careers align with your interests.

Well help give you a better idea of your personality and what careers fit your personality.

Many students with Dyslexia become overly focused on their disability, leading them to ignore or overlook their own special abilities. Will analyze cluster of natural ability, it can direct you toward career paths that I will maximize those innate strengths.

THESE ARE USUALLY PROVIDED BY CAREER COUNSELING

Go over your list with your advisor to receive assistance in making a good match among your strengths, weakness, and the academic requirements in each major.

ADVICE ON CHOOSING A MAJOR:

The key to a positive career choice is to follow your heart’s desire while being realistic about your strengths and challenges. Instead of emphasizing your weaknesses, focus on your strengths and interests, then problem-solve to work around areas of difficulty.

• For example: “What I’d really like to do is go into business. I know that I have difficulty with math and that math is required to earn a business degree. Let me talk to my advisor and to someone in the business school to explore my options. Maybe some course substitutions would be allowed, or I’ll be able to handle the math courses with help of a tutor. Maybe some areas of business emphasizes math less than others.”

Create a list of potential majors your interest in then list the pros and cons.

If you are still not sure what you want try picking core classes that are similar to the areas you're interested in.

• For example: You have to take a Humanities class: if you're interested in art take intro to art and see if it peaks your interest.

• This way your still taking a class you're required to take, while not wasting your time and money taking additional classes you don't need.

If you know you are interested in Business but you don’t know what specific thing in Business. Just make Business your major and you can be more specific as time goes on.

If you can't decide between two majors, then major in one and minor in the other. Most major will require you to have a minor anyway. And if you notice you start to like your minor better, it should be a lot easier for you to switch them without wasting any classes.

MAJOR: MAJOR:

pros:

cons:

pros:

cons:

MAJOR: MAJOR:

pros:

cons:

pros:

cons:

INTRODUCTION

Staying organized is the key to not only be successful in college but in life too. You don’t need to add anymore chaos then you already have.

This chapter will provided helpful tips, tools, and examples to staying organized.

Organization Aids

• Notebooks for each subject or sketchbooks

• Google Drive

• Folders for each subject

• Files or large envelopes to keep past assignments and handouts in. Label each one by subject.

• Large calendar to go on wall.

• Cork-board or dry erase board to put lists and important things to remember.

• Post-its or colored tabs

• Highlighters and colored pencils

• Daily planner or one on your phone.

• Handwritten checklist as well as one on your phone.

PLANNING TIPS

TIP 1 Don't wait till last minute to start a project, exam, or study:

It's just going to take longer for dyslexics to do things, they have to work harder, which is why it's so important to not wait to the last minute, allow enough time to get the work done and for any problems that might occur.

TIP 2 Plan out your tasks, homework, projects, exams:

• Plan out when you will work on each task • Take a minute to prioritize your work, not only by what’s due,

but by what you need more or less time with.• See example on next page

TIP 3 Develop flexible schedules:

Rigid schedules can leave you feeling overwhelmed, don’t list task by time, just list what needs to be done that day, and also allow for a flow over day.

TO DO: HOUR SCHEDULE7:00

9:00

7:30

10:00

11:00

12:00

1:30

2:00

3:00

4:00

5:00

8:00

8:30

9:30

10:30

11:30

12:30

1:00

2:30

3:30

4:30

5:30

6:00

6:30

7:00

7:30

8:00

8:30

Look over notes

Chemistry Class

History Class

Library

Lunch & Look over notes

Chemistry Lab

Start Laundry & Began Homework

Take break & Go to Gym

Eat Dinner

Homework

Put up Laundry

Make tomorrow’s schedule

Laundry

Go to Library to get

references for paper

Reading for English

Look through references

Call mom

Make appt with tutor

couldn’t reach him -

call tomorrow

TIP 4 Break a big project up into smaller, less intimidating pieces.

• Outline a task before you start. Think it through in your head and figure out what steps you’ll have to take so you know what you’ll need—and how much time to allow—to get it done.

• Use the assignment pad for this. • See example on next page on how to go about using it.

TIP 5 Set smaller goals and make new ones as you go:

Setting goals and creating a reward system when you successfully completed the goals helps to positively reinforce effort and progress, while providing incentive and drive to achieve.

TIP 6 Plan for obstacles:

• Have an understanding of obstacles that may arise during the task.

• Figuring out if you need to allow any extra time for these obstacles.

– For example if your making a model and you want to use a new material you have never used before, it might take you a couple of times to figure it out, so it’s important to plan extra time for these trial and errors. If you end up not needing the time you planned for then great, use the time to do something for yourself.• Figure out if procrastination is going to be an obstacle and plan

countermeasures for them. – For example: Whenever you start looking at twitter, go for a break.• This is important because it mentally prepares you in advance

and effectively counters procrastination.

assignment pad example

TIP 1 Figure out your notebook system:

Have one notebook per class. Can either be a three-ring binder or a spiral notebook.• Spiral notebook: make sure it has a pocket for handouts and

built in dividers.• Three-ring binder: fill it with paper and dividers. Make sure it has

a folder to keep handouts or keep a three ring hole punch handy.• Divided notebooks into these standard categories: – Class Notes, Assignments, Labs/Special Projects, Reading notes, Handouts, Graded work. (can always change up these categories depending on the class)

DOCUMENT & FILE TIPS

TIP 2 Categorize documents on you computer into folders:

• This makes it easier for you to located any document or files you need.

• When you have a bunch of documents in one folder with no system, they can all jumble together, making it harder to find what you need.

• Make sure you name documents and files appropriately too, don’t name files “bcjbdjicbsi” because overtime you will forgot what that document is for.

• See example on next page.

FILE ORGANIZATION EXAMPLE

My Documents

ClassesSpring 2016

History 1102English 1101 Astronomy

PapersClass Notes Handouts

Midterm Final

Research Notes Notes Outline

Draft 1 Draft 2 Final Paper

TIP 3 Use Google Drive

Google Drive is an amazing tool for may reasons:

• You can access it wherever there is Internet, rather its on your computer, someone else’s computer, or your phone. Which means:

– You can connect your files from your laptop, to your work desktop, to your phone. – You will never having to worry about something going wrong with your computer or a flash drive because you can always get to it.• You can create word documents,spreadsheets, and power

points just like you would in word. – But even better is that it automatically saves, so you don’t have to worry about your computer shutting down and you didn’t save your document.• You can create a calendar with all the things you need to do,

it will send you alerts and the information can be on both your computer and your phone.

• You can uploads any files and store them on Google Drive, even large files like Photoshop and InDesign.

• Don’t you hate it when you try to send a file through email and it tells you the file is to big. Well with Google Drive, you can upload the file and share it with whoever you want.

• Google Drive only allows others to see the files you shared them on, they can not view or see any other files in your Google Drive.

WORK SPACE TIPS

TIP 1 Rearrange and Purge

• De-Clutter: empty,shred and remove anything that’s not needed or used.

• Plan you space around your daily needs and task.• Find everything a home. All items need a home so they can be

easily found when needed.

TIP 2 Create Zones

• Decided what happens where and create work zones. – For example have an area for studying, an area for your computer, an area to relax.• Create zones for your stuff too. – For example have an area for all current files, notebooks, and books. A place for all old files and notebooks. A place for materials, like paper, pens, highlighters, etc.

TIP 3 Determine where files can go

Determine what files can be stored on the computer and what files need to stay physical.

TIP 4 Keep emails in check

Organize your emails into priority folders, from urgent to ‘read now’ to can read later.

TIP 5 Your desk space is very important

• Always keep it clean and clutter free.• Keep essential everyday items on your desk within arms reach.• Create a system that flows with how you use your space.

INTRODUCTION

All of our lives, teachers have told us to “take better notes” and “focus” and have tried to offer suggestions and advice but it never seems to help. Why does it not work? Well most teachers follow this standardized, teacher-centered note-taking system firmly grounded in the idea that all students process, categorize, and organize information in a homogeneous and linear fashion. Basically one mind, one note system, which is not helpful to the dyslexic mind.

While everyone was focusing on how we SHOULD take notes, no one ever helped us take OUR notes further. Notes are your tool to help you retain and learn information. They are YOUR notes for YOUR mind. Throughout this chapter we will go over several ways to take notes. Figure out what works best for you, change it up to fit you even better, make it yours and ignore anyone who tells you differently.

Use Headings 3/5/2016

• Labeling

- Identify when the notes were taken and the topic

that was covered.

• Formats & Techniques

- Stay consistent with your formatting for all your

class and notes.

- You can vary notes, or make them more memorable

by using techniques like this:

Underline Definitions

Circle key concepts or ideas

Box Questions

Use color and highlighters

- Allow space for more

ideas and that

doesn’t fit into your

normal notes.

• Abbreviate & Personalize

- Examples:

• BW = Bruce Wayne

• Vill = Villain

• BM = Bat mobile

• Create Diagrams

Batman

VillainsVehicles

Weapons

• Create Outlines

1. Michael Keaton

• Good Hair

• Calm Demeanor

2. Adam West

• Original

• TV Role

• Use White Space

- When you leave white space, you can go back later

and fill in missing or new information.

- You should also keep material well spaced

Cue Column Note Taking Column

This section is to be

completed after the

lecture.

Should include:

- key words

- phrases

- vocabulary

- people

- potential exam

questions

- case studies you

may need to

research

This section is dedicated to in class note taking.

You might want to include:

- Main points and lesson objectives

- Digrams, graph sketches, drawings, or charts

- Bullet points/numbered processes

- Concise sentences

- Shorthand symbols/ paraphrases/ abbreviations

Try to leave lines between points so you can go back

in and add any brief notes you may have missed.

You don’t have to use a ruled line paper you can

try blank pages like a sketch book.

Summary Section

This section should be written last, after class. It should also only contain a basic,

condensed summary of your notes in the cue column, and important details of your

main notes. It is used to quickly fine & digest info later.

Use Post-Its

for when you run out of space, need a reminder, had a additional thought, etc.

From the Text From Your Mind

• A passage

• Interesting Language

• Quotation

• Key event

• Critical Facet

• Main Idea

• A problem or conflict

• A reaction

• A theory of hypothesis

• A comparison

• An explanation

• A dicussion of significance

• A discussion of reactions to

text

DOUBLE ENTRY NOTES

FILTERING INFORMATIONPeople with dyslexia have a hard time filtering information. Try to spot out the irrelevant information with these tips:

Anything that comes at the beginning of lecture before the professor introduces the main point.

Look out for phrases like “as a bit of an aside..” or “I degrees”

• PERSONAL LIFEWatch out for the “I” voice. Is usually not important if it’s a personal story.

• GESTURES AND TONELook for dismissive hand gestures or a slightly sarcastic or tired tone of voice to indicate they don’t find the information that important.

• SPEEDIf your professor spreads though a topic it usually means it’s not important.

Your professor will probably tell you if it's important with phrases like, “this will be on the test” “this information is very important” “ this is critical to our understanding.”

• If the professor writes the information down• If they read their notes• If they repeat themselves• And dramatic pregnant pauses

ALSO LOOK FOR:

HOW TO HANDLE THE DIFFERENT LECTURE STYLES OF PROFESSORS:

Focus on where the points begin and end-as if each point were its own lecture-and identify their

This actually helps with giving big hints to what the professor thinks is important. Bring your textbook to class, follow along, and take notes on anything the professor emphasizes, repeats, or draws your attention.

Go over notes after class and identify the different topics. Rewrite notes according to these topics. Try getting notes from a note taker or teaching assistant, who might be able to make better sense out of the lectures.

This is another good place to use a note taker or the teacher assistant. Take notes but don’t get specific just get down the topics.

IRRELEVANT INFORMATION:

• INTRO FLUFF

• ASIDES

BEFORE YOUR NEXT LECTURE:

After Class As you walk to your next class, ask yourself what was the main topic and the main points about. And let your memories from the lecture run through your mind.

At the end of the day

Create summary sheets: state the topic of the day, the main points, and its relation to the class as a whole

Look for terms that do not have a clear definition and identity and mark them

Right before your next

lecture:

Review your past notes. It helps keep the information fresh, and reminds you where the professor last left off.

Review the syllabus to get an idea of what topic the lecture will be about.

Read a little bit on the topic. You can just skim but helps in giving you an idea on what to expect.

Go Through Notes• Go though your

notes or text with a highlighter and weed out important information.

• This is your chance to get rid of all that pointless textbook fluff.

01Trim It Down

02

• Read over your highlighted sections and cross out any unnecessary information with a pen.

• This is your last chance to trim down the material.

Translate

03

Go Back Over

04Type Them Up

05Highlight• Grab your printed

notes and a few different colors of highlighters. Make a quick key so you know which color means what (i.e. blue- vocab, yellow- dates).

• Now carefully read through your notes and highlight according to your color key.

06

• Translate the important information from your originally notes into new notes.

• Keep it simple and avoid adding any extra information.

• Go back over your revision notes with a pencil and write in any important information you have from other resources

• Basically this is where you combine textbook, notes, lecture notes, and resource notes.

• If you hand-wrote your notes you need to type them up. Trust me, it makes them a lot easier to use.

• Use a wide margin and double space format. This allows you room to write things in if necessary.

REVISING NOTES TO FOCUS ON YOUR NOTES TRY

QUESTION01Spend your note taking time writing questions and identifying information.

CONNECT02Connect the subject at hand to other lectures, assignments, or other courses. Jot down quickly and briefly what is said and then let your mind go.

THINK CONCEPTUALLY03 Instead on taking notes literal details, focus on ideas that are sparked by the lecture or conversation. Then fill in the literal details later.

OTHER TIPS

• Put the date, class topic, and your name on the first page of your notes• Start each day with a new sheet of paper, and only write on one side.• Leave plenty of space between ideas, topic, and subtopics.• Identify questions or things that you do not understand• Sit in the front row in the middle and make eye contact with the professor.• Try to get to class early, bring food, water, and caffeine, if allowed.• Play around with material and figure out what works best• Exchange notes with other students to find out if you have identified the same key points or missed any important facts

THINK DETAILS04The opposite of conceptual, take notes on all examples and sub-points and fill in the broader stuff later.

THINK APPLICATION05 Apply the information to the world or your life experience. During lecture ask yourself “ How does this work? How does it apply to the world and to my life?

THINK EMOTIONALLY06Being passionately involved in the material is a powerful way to learn and remember things. When something in a lecture causes in emotional reaction write it down.

THINK ANECDOTALLY07Our minds hold information by storing it in a vast network or associations and relationships. Even if the story or thought is irrelevant it can help you remember information by tieing it to that.

Get ComfortableIts common for dyslexics to learn better in dim lighting and can learn longer if lying on a table, the floor, the armchair, or coach, etc, in a comfortable position.

01Get Your Materials

02

• Have all reading aids near by including: pencils, highlighters, notebooks, and reference books if needed.

• Have your laptop or cell phone near by in case you need to look something up you don’t understand.

Before You Read

03

Scan

04As You Read

05Review• Review what you have

read by making your own short summary.

• Pretend you are giving a talk on what you have read.

• Check back to make sure you have got your facts right.

06

Never sit down to read a book or document without asking yourself just why you are reading and what information you want to get.

• Skim though, looking at chapter headings and summaries

• If an executive summary of a report is included, read it first

• Look for key ideas and underline with pencil or highlighter

• Stop from time to time and ask yourself what you have read

• Read for 20 to 30 minutes and then take a short break. You cant concentrate effectively for more than 30 min.

STEPS TO READINGINTRODUCTION

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Common Reading Tips

• If you need to remember the information to great detail, it may help to read out aloud and tape the material.

• If you have problems with new or uncommon words, might want to buy a reading pen.

• If you find reading black print on white paper difficult, you may experiment with color filters or photocopy and print on colored paper.

• Use a bookmark to help with keeping your place

on the page.

HOW TO DETERMINE WHAT YOU NEED TO READ

LOOK AT THE SYLLABUS:Look for the theme of the class and try to

relate the book superficially to that theme.

LISTEN HARD IN CLASS AND ASK QUESTIONS: You will leave with an understanding of your reading thesis, topic, relevance to the course, and relevance to the day’s lecture.

PAY ATTENTION DURING CLASS DISCUSSIONS:Students will try to earn points in class by stating the theme of the reading and relating the theme of the reading to the theme of the course, Listen to see how the professor responds, they will either shut them down and explain why they are wrong, or they will approve, letting you

know that the information is correct.

BE AN ACTIVE READER

USE COLOR: Use different color highlighters to identify

main points, supporting details, and terms.

USE BOOKMARKS AND FLAGGING: Bringing a textbook covered in flags and full

of bookmarks to class sends a message to

your professor that you are doing the work.

MARGINAL NOTES: Write down questions or comments in the

margins next to relevant paragraphs.

WRITE A SUMMARY OF WHAT YOU READ.

READING FICTION

REMEMBER THE FUNDAMENTALS: This is the characters, plot (actions, events, setting) and theme. As you read underline every new character and ask yourself who they are. Make a chronology of literary events and imagine where they take place.

LEARN SOME JARGON: It is important to understand literary terms, and think about them in the fiction you read. So it might be helpful to buy a book on these terms.

TALK ABOUT IT: Talk, talk, talk about your fiction readings with everyone-friends, classmates, the professor.

ONCE AGAIN BE AN ACTIVE READER

SUPPLEMENT FICTION: Before you read consider checking out supplement sources life cliff notes or literary criticism. It can help you see how other interpreted the subject matter.

IF YOU SCREWED UP & YOU DIDN’T DO THE READING ASSIGNMENT

READ the introduction and conclusion of the chapters.

IDENTIFY the main point that the introduction and the conclusion have in common.

READ the first and last paragraph of each, figure out what the main point was.

LOOK at any charts or diagrams

MAKE a guess at how the sections work to develop the main point of the

chapter.

DIFFERENT TYPE OF PAPERSTHEME A relatively short paper that is thesis driven and

may reach its conclusion from your analysis, the conclusion of the reading, or your personal experience.

CRITICALESSAY

A specific type of theme, which argues towards a conclusion based on your opinion and a critical interpretation of the reading.

REPORT A fact-based presentation of research, with the format usually given to you.

RESEARCHPAPER

Based on research of published material and arguing a thesis on a topic that is either your own intervention or provided.

RESPONSE Short, less formal, reactions to literature or art.

INTRODUCTION

Writing is one of the biggest struggles for dyslexics. This struggle does not mean that you are lazy or stupid but in fact the opposite. Dyslexics thoughts are three-dimensional, but the medium of writing at best is two-dimensional. The key to having success in writing is to have a writing process that breaks down the act of writing into small, manageable steps. A specific, external structure that gives us something to turn to when our ideas start running circles around us. In this chapter we will break down the writing process that has worked best for students with dyslexia. You should adapt and change any of these models and tips to fit your needs, figure out what works best for you, and make it yours.

STEPS TO WRITING

Picking a Topic

First think about what the class is about and the topics you have gone over. You want you topic to relate to the class and what you are learning

•

••••

Look through your notes.

Pick a topic you enjoy and understand.

Figure out what topics you find more interesting.

Quickly write down what you know for each topic.

Getting Your Research

Your most resourceful resource is the librarian ask for their help, that what they are there for.

•

•

•

Start looking for your topic in the most specific terms possible.

A good rule of thumb it to start with the least scholarly source, something that is easier to navigate and understand and then pro-ceed toward the most scholarly, double checking information and feeling in any blanks.

- A Single, clear and sufficient sentence.

- Expresses your main idea, perspective, or position.

- Should not include specific arguments or evidence.

- Is not a known fact.

- No first person language, for example: I think or In my opinion

Your Thesis Statement

As You Do Your Research

Record all thoughts that come to your head right of the bat.••

••

•

Ask yourself what the passage is saying on a literal level, put in own words.

As yourself if it modifies your thinking about your paper. Record how it modifies it in a formal statement. Its okay if your argument has taken a new turn. But try to keep probing deeper into your topic, you don’t want to keep having to adapt an entirely new

Remind yourself of your argument or topic sentence.

Ask yourself why you underlined the piece of information. How is it similar to or different from your ideas for the paper?

Creating YourOutline

Get your ideas down on how you would argue your thesis.••

•

Ask yourself: What do I need to talk about in order to prove this to someone that knows nothing about it?

Create the structure of the outline.

Then try to identify single, discrete ideas. Try to put each brainstorm

into an intellectual category. Ask yourself:

These broad categories are now the topics of your paragraphs.

- Is it a single idea? - Is there a broader idea that encompasses it? - Can I combine a few into a broad category? - Can I eliminate some?

••• Place each paragraph in its appropriate place in its structure.

- Ask yourself: How is this category related to my thesis?- Your answer is the main point of the topic sentence for the paragraph.- Through a process of revision try to get your response down to one sentence.

• Next try to support the connection.

- Ask yourself: What do I need to say in order to support that connection and what evidence and details do I have to back it up?

- Just bullet these ideas out.

•

•

Talk it out: Spend sometime chatting about the outline of your paper to someone. Ask your listen to point at flaws.

Revise and Reorganize your outline.

* Example on page

Write Second Draft

Rewrite your paper, correcting the problems that you found during your review.

•

Review Wait a day after completing your first draft to review it.••

•

•••••

Use highlighter to identify any statement that is underdeveloped, unrelated, or confusing.

Make sure you read it out loud

Read your entire paper at least once, without revising it, to get an overall perspective

Go through the reviewing and revising checklist.

Review a printed version of a draft, then return to the

computer to make the revisions.

Have someone else proofread your paper

Identify any passages that are awkward repetitious, or unclear

The Final Touches

Correct the spelling, grammar, and punctuation errors that your computer doesn’t catch

•

•

•

•

Use highlighter to identify any statement that is underdevel-oped, unrelated, or confusing.

Double check the formatting of your paper including the citations and bibliography

Polish everything off. Page numbers, name, class.

When You Give Your Paper To

Someone Else For Proofreading

STATE EXCEPTIONS: Tell your reader exactly what you are looking for.

ASK TEN ACTIVE QUESTIONS: For example was I clear about the intersection of points A and B.

RESTATE THESIS: tell your reader exactly what you were trying to prove or argue.

Time To Write The Paper

Just start writing, it doesn’t have to be perfect.•••

•

•

Follow your outline, making adjustment when needed.

If a section becomes hard to work though, skip it and come back later.

Start with your body paragraphs, then the conclusion, then the

introduction.

Note the areas that need to be cited and keep track of the sources for the ideas and quotations you use.

Tips While You Write

CREATE A TO-DO LIST: Tell yourself you are just going to write the first item on the list, then take a break. This will usually get the

ball moving and next thing you know you wrote 5 paragraphs.

TURN OF SPELL CHECK: You don’t need your computer throwing your mistakes in your face, it will break your momentum. Turn it

back on when you are done.

REMIND YOURSELF that you are going to rewrite, your writing might

be bad now but your going to rewrite so things will be fine.

KEEP MOVING AND TALKING: Talk out loud to yourself or move your lips, bounce your foot, or rock you entire body. Keep your tactile

and kinesthetic senses engages with the writing.

FIVE SENTENCE CHECK POINT: If your mind goes out of control, try imposing a 3-sentence checkpoint. Which means every 5 sen-tence you stop and make sure you are still on target.

OUTLINE EXAMPLE

IntroductionAttention Grabber:

Supporting Sentences:

Thesis Statement:

Body Paragraph

Topic Sentence:

Supporting Ideas:a)

b)

c)

Concluding Sentence:

Conclusion

Summary:

Final Statement:

* Repeat for each paragraph

Did you clearly state your thesis?Have you effectively introduced the reader to your topic?Does your thesis answer the research question?

Is the main idea clearly and effectively stated?Do my main points support my thesis?Is the main concept clearly discussed?Did you cite all borrowed information?Do I have enough research and evidence to support what I am saying?Do all body paragraphs follow a similar structure?Do I have information that does not relate to my main point?

Did you summarize your argument?Did you restate your thesis?Did you make larger connections?Does the conclusion flow from the body?

Is your language formal?Are sentences concise and free from unnecessary words and content?Does the order of my paper make sense?Do sentence flow properly?Is there anything that readers would find confusing or hard to follow?Is grammar and spelling correct?Is the paper free from contractions? ( Don’t, It’s, etc)Did you reread your paper? Once? Twice?

Does everything have a cite?Are references and citations properly formatted?Have you used enough credible sources?Did you include a reference page?

INTRODUCTION

BODY

CONCLUSION

STYLE/EDITING

REFERENCES

ESSA

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IST