“No matter where students start, Jordan wants them to know that they can make progress in reading.
“I had one student who struggled with every single word. By the end of last school year, the student had sight words memorized and was working on words that are more difficult. And, the student was starting to show enthusiasm about reading.”
This turnaround in enthusiasm is incredibly important, notes Jordan. “The biggest struggle is whether or not students are willing. Because if they are willing to work and try, they are going to succeed, but it’s about students making that choice.”’
Below is an excerpt from the 2020 version of Dr. Shaywitz’s “Overcoming Dyslexia” book. Because of Louisiana Key Academy’s connection with the Yale Center for Dyslexia and Creativity, Dyslexia Specialists were required to regularly collect data throughout the school year and participate in assessing students as part of a Yale longitudinal study of dyslexia.
Data collecting is something I enjoy! It can be a challenge to transform the theoretical, ideal testing situation into the reality of a classroom or 1-on-1 setting, but I relished that challenge. Also, knowing I was providing Yale with data that will be influential nationwide gave me immense fulfillment in the work I was doing.
Certified Academic Language Therapy
Teaching at LKA required completing CALT training with the Dyslexia Resource Center. The training began virtually, and as the pandemic allowed, we slowly transitioned into a more formal classroom setting.
I learned valuable skills in how to scaffold multi-sensory language support for my students through this class. I started to see how beginning with a framework of accommodation for school, or work, or for fun is rewarding in its own way while also fulfilling support needs without overtly drawing attention to fulfilling those needs.
