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Jules Csillag @julesteaches

Jules Csillag @julesteaches

Jules Csillag is a licensed speech-language pathologist and Teacher of Students with Speech and Language Disabilities (TSSLD), who has presented at conferences such as ISTE, LDA, ILA, ASHA, and the Everyone Reading Conference. She is the author of Differentiated Reading Instruction: Strategies and Technology Tools to Help All Students Improve (Routledge, 2016).

Posted by on in School Culture

Little Prince

I've loved The Little Prince since I was a child, and with each reading or exposure, I get something more out of it. As a kid, I'm certain I missed some of the symbolism or allegories, but I'm sure I empathized with the fact that I felt adults didn't always understand me, or have the right priorities.

This summer, I re-read The Little Prince for the first time since becoming an educator, and below are my three take-aways for educators:

1. On Authority

On one planet, the prince meets a King, and

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Posted by on in Differentiated Instruction

Teachers are superheros! 

When students struggle with a task (e.g. reading), understandably, they may become unmotivated to do that task. As expected, much of the time when students struggle to decode (turn words into sounds that they can understand), they do not read as much. This is a tragedy for two reasons- one, because there are several, well-documented ways to teach decoding. Second, students with the Specific Learning Disability, dyslexia, have average to above-average intelligence by definition (i.e. in order to obtain the diagnosis). However, if students limit their reading, then their background knowledge, vocabulary, and general comprehension can be impacted.

It is our jobs as teachers and educators to ensure that this worst case scenario– in which children with difficulty decoding don’t read, and therefore become less able to understand complex information– does not happen for our students. “When children beat their heads against a wall of failure for several years, they are often scarred for life” (Wolf & Stoodley, 2007). Therefore, first and foremost, students with dyslexia should receive direct, explicit instruction from a reading or learning specialist or special educator so they can learn to decode. Decoding intervention is one of the most studied and most successful interventions there is. An Orton-Gillingham based approach (which is a hierarchical, multi-sensory approach to reading instruction) helps students with dyslexia learn to read with astonishing success (it even changes the structure of their brain!).

 Dyslexia is not something people outgrow (which is positive considering all the benefits it has), but decoding struggles are absolutely something that students can be instructed beyond. Reading may always be effortful and slow for individuals with dyslexia, but it is an injustice if any student cannot properly decode words when there are evidence-based ways to instruct students in decoding.

How Technology Helps

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