Dyslexia and Emotional Intelligence

Most people associate dyslexia with letter reversal and reading difficulty. While these commonly appear in dyslexic individuals, dyslexia can affect so much more than just reading skills. Another common trait in dyslexic individuals is higher emotional intelligence. In a 2020 study done by the University of California, researchers found that children with dyslexia showed a stronger emotional response to visual images and clips than their non-dyslexic peers.

We used to believe that any correlation between dyslexia and high emotional intelligence was due to students compensating for deficits. Many dyslexic adults attribute their relative success in school to their ability to win their teachers over. But this and other studies suggest that it isn’t just a compensation technique. The brains of individuals with dyslexia actually allow them to experience feelings more deeply than those without dyslexia.

What This Means for Students

A high emotional intelligence can be a blessing and a curse. With it comes the ability to empathize deeply, connect easily with others, and experience ecstatic joy, but also heartbreaking despair. It means that these individuals are more likely to fall victim to mental health issues like anxiety or depression. For very young children with high emotional intelligence, the ability often manifests in ways that are difficult for adults to manage. Young kids already have a hard time managing their emotions. When those emotions are bigger than usual, it’s especially hard to know how to harness that energy.

Parents and educators who can identify children with the capacity for these “big feelings” can help equip them with both understanding and tools for management. We don’t believe children ever benefit from having their uniqueness hidden from them. So when you notice a child in your life who you believe has high emotional intelligence because of how she responds to good and bad emotional triggers, tell her! The more kids know about their brains and how they are wired, the better they’ll do with navigating school and life.

Despite the challenges of this high emotional intelligence, it is also important to remember that it is ultimately a strength. Just like a gifted child will act out if bored by their classroom instruction, students with high emotional IQ but who lack the tools to deal with it are likely to act out, too. This does not mean that their emotional skills are hindrances. It just means they need some support with managing these skills in healthy ways.

Strategies for Kids with Big Feelings

Self-Awareness

First, as mentioned above, self-awareness is key. It’s important to teach children not only about the emotions they feel and their names, but also their capacity to experience them intensely. Again, this is a strength, and we should talk about it with our children as such.

Give Them Permission to Feel

Feelings are always okay, even if they’re really, really strong feelings. What we do with those feelings is what we have to learn to control, and that can be hard. Lead by example, and show them how you manage your difficult emotions. Don't be shy about telling your kids about the range of emotions you experience. Parents and teachers aren't immune to emotion, and this is an important truth for our kids to understand.

Find Their Calming Strategies

Breathing, counting, drawing, touching, moving...these are all great strategies for kids to use when they are upset and need to calm down. Everyone is different, so help your child discover which of these works best for him or her.

Staying Sharp Over Summer

The summer slide is real. On average, students lose 2-3 months of learning progress they made over the school year when they don’t spend time practicing over the summer. But working this practice into the summer routine is easier than many parents think! 

Here’s a summary of our pro tips for preventing summer skill loss:

Create Structure

Kids crave routine. They need predictability. But they don’t have the metacognition to know this about themselves, and they may even appear to resist new routines. Don’t let them fool you! All kids benefit from structure. Setting aside a designated amount of time each day during the summer months will give kids that practice they need to keep their skills sharp, and they’re a lot less likely to fight it, because they know exactly when it’s happening each day and how long it’ll last! If your kid is the type who likes to get things out of the way early, have them do their 20 minutes of math first thing after breakfast, before their day at the beach. Or have them wind down each night with 20 minutes of reading. Better yet, incorporate both! After a few days, it’ll just become part of their summer routine.

Break Tasks Down

If your child has summer homework, help him or her to tackle it by breaking it down into small chunks. If it’s in the form of a packet, this will probably be easy--just have students do 1-2 pages a day until it’s done! For more cohesive assignments, like a project, essay, or book report, they’ll probably need some help identifying those smaller pieces. To do this, write out a list of all of the action items your students need to take to complete the assignment. Do they need to read a book? Break it down by chapter. Do they need to conduct research in order to write a paper? Have them pose questions and answer one question each day until they’re ready to draft.

Make Learning Fun

Skills practice does not need to consist of “drills” and worksheets! There are so many games out there that are engaging enough to “trick” kids into learning. An easy one to modify is Go Fish, which can be switched around so that instead of finding similar cards, players are working on “Make 10” facts. Or just pull out your child’s favorite board game and substitute the original cards for math facts!

Kids also love it when their parents get involved in their learning. Ask them questions about their work (not to test them, but to show your genuine curiosity). If you have the time, read the same book they’re reading and talk about it as you read it. Hold your own mini book club discussions.

Celebrate Hard Work

Finally, don’t underestimate the power of positive reinforcement! Showing pride and enthusiasm in every little success will go a long way in boosting their motivation so that they carry the good habits they’ve established through the whole summer.

Top Hits for Summer Reading

As summer approaches, we’re reposting some of our top recommendations —just the greatest hits — for students in middle and high school, so that your students can take up this time-tested tool for escape and education. 

Middle School

The Seeds of America trilogy, by Laurie Halse Anderson is a captivating work of historical fiction. Chains, the first book in the series, follows Isabel and Curzon, as they navigate Revolutionary war-era New York City, struggling for their freedom and the freedom of an emerging nation. 

Beloved children’s author Jerry Spinelli has a couple of tried and true classics for the middle school age group: Star Girl and Maniac Magee. Both are deceptively profound stories of kids amongst themselves, with important lessons for any reader. 

And for students interested in a well-told tale full of adventure, fantasy, and clever plot, we recommend the Artemis Fowl series, by Eoin Colfer (which has just been the subject of a so-so film adaptation), and the Percy Jackson series, by Rick Riordan. Both offer the chance to dig into an exciting world that extends across multiple books, to keep kids reading all summer long. 

High School

Fahrenheit 451 by Ray Bradbury is a classic of dystopian literature, and a great read; if you’re looking for more bite-sized and engaging stories, Bradbury has written a treasure trove of them, many of which are set in summertime. Check out classic collections like Dandelion Wine, The Illustrated Man, and The Martian Chronicles. 

Everyone should read The Grapes of Wrath by John Steinbeck. This tale of a family adapting to survive as they migrate west to California has important resonance with our current moment. And like Bradbury, Steinbeck was a prolific author with several works worth digging into: East of Eden, The Pearl, Of Mice and Men, and more. 

A Wizard of Earthsea by Ursula K. Le Guin is perfect for the high schooler interested in fantasy, who is ready to graduate from the usual middle school fodder -- this book is often cited as Le Guin’s greatest, and her work remains groundbreaking and relevant today. And if your student falls in love with Le Guin, there’s a wide range of texts to choose from to follow.

What are Suffixes?

Suffixes are word parts that are added to the end of a root word to change its meaning. Knowing what suffixes mean can help students make sense of unknown words they come across. Spelling and using suffixes correctly is a bit harder to master than prefixes because suffixes often change the spelling of root words. Furthermore, the way in which a suffix changes the spelling of a root word varies depending on the suffix being used.

Suffix Rules:

The rule that applies to a suffix depends on what kind of suffix it is. There are two main types: consonant suffixes and vowel suffixes. Consonant suffixes are simply those that begin with a consonant, like ‘-ness’ and ‘ly.’ Vowel suffixes begin with a vowel. Usually, when we add a consonant suffix to a root word, the spelling of the root word remains intact. No letters are changed or added, other than the suffix itself. (There are, as always, exceptions to this rule, like the word ‘happily.’) Vowel suffixes are a bit more complex.

Rules for adding a vowel suffix:

1. When you have a root word that ends with two consonants, just add the suffix (fish —> fishing)

2. When you have a root word that is one syllable and has a single consonant at the end, double the last letter before adding the suffix (flop —> flopped)

3. When you have a root word that ends in a silent e, remove the e before adding the suffix (dive —> diving)

4. When you have root word that ends in a y, change the y to an i. This applies to BOTH vowel and consonant suffixes! (baby —> babies, happy —> happiness). There are also some exceptions to this rule, such as “hurrying.”

We created the visual below to help students remember this important but commonly forgotten suffix rule for adding ‘-ed’ and ‘-ing’:

Conclusion

Teaching students individual word parts like suffixes allows them to more competently and efficiently define words they come across. When students learn words as whole units, and not by their parts, they are less likely to see exactly what suffixes do to the meaning and spelling of words. When all students do is memorize whole words, they aren’t able to see that a single suffix, while it can appear in countless words, has just one definition. When they learn these definitions and can apply them to words in which they appear, their reading drastically improves.

Age Appropriate Study Habits

Early Elementary: Motivation

In their first experiences with academic tasks the most important work habit children should build is motivation to get started. This has a lot to do with the messages we send them around “homework” and other tasks that might not necessarily be their first choice. Lots of kids eventually develop the mindset that homework is a chore and something to dread. Sometimes, this mentality is unavoidable, but there are things we can do to prevent it!

Simply changing the language we use with our kids at homework time can shift the way they think about it. Instead of presenting it as a responsibility (which it is), present it as something fun! Take the first few minutes to sit with them and engage with them in what it is they’re doing. Show genuine interest in the book they are reading, or the math problem they are solving. And most importantly, eliminate pressure for them to get it right the first time!

Upper Elementary: Independence

The next study milestone in a student’s development is increased independence. If your child has been lucky enough to develop and maintain a healthy level of motivation (or at least a desire to get things out of the way), then around third or fourth grade, he or she should begin to develop the ability to execute homework routines independently. Younger students may need you to help them locate their homework, collect necessary materials, and pack up when they’re finished. As students get older, they should be able to do these things on their own. Depending on how strong your child’s executive functioning skills are, this may take more or less time for them to fully develop.

Middle School: Organization

The increasing demands that middle school work presents require that students become more organized. This includes both organization of physical materials and space, as well as the ability to organize their thoughts and ideas. For most students, these go hand-in-hand. That is to say, if a student has trouble keeping his or her workspace organized, chances are he also struggles with organizing his thoughts and ideas. To assist students in organizing space, consider simple but effective tools like labels and color-coding. To help them strengthen their ability to organize their thoughts, offer graphic organizers, which can work wonders in this department.

High School: Initiative

At the high school level, a majority of students’ schoolwork has evolved from worksheets and nightly tasks to longer-term assignments that require those strong executive functioning skills like planning and organization. A key skill at this level is taking initiative. This includes the ability to self advocate, start and finish assignments in a timely manner, and utilize strategies that are effective for completing work. A common reason that students lack initiative is when they don’t see how their learning is relevant to their lives. Both teachers and parents can work toward building this initiative by helping students see these connections. The more relevant their work feels to them, the more likely students are to have that intrinsic motivation you worked so hard to help them develop at a young age!

What is Neurodiversity?

By definition, neurodiversity simply means that there is a range of differences among how humans think. But the concept of neurodiversity is so much more than just a definition. It also represents the philosophy that these variations are normal. 

Generally, society as a whole has shifted toward greater acceptance of more subtle differences, like ADHD or mild learning disabilities. However, regardless of how “extreme” one’s thinking differences are, society typically views individuals with these differences as abnormal. 

Some thinking differences, such as Autism Spectrum Disorder, are still highly stigmatized. Neurodiversity suggests that these differences, too, are not deficits but normal variations in genetic material.

Person-First Perspective

When teachers or parents first notice a child’s differences, the first step schools take in helping these individuals is to diagnose. This is and always has been done with the best of intentions. It is also a crucial step in giving individuals the support they need to succeed in and outside of the classroom. But proponents of neurodiversity suggest that the focus should not be so much on the diagnosis and the label, but on the individual as a person and a learner. This “person-first” perspective argues that individuals should not be characterized by their neurological traits or “conditions,” but by who they are as human beings. Accordingly, person-first language puts the human before the disability. Instead of saying “autistic student,” we say “student with autism.” 

Differences ≠ Disabilities

Neurodiversity also implies that people born with learning and thinking differences are not automatically disabled. A disability is a condition that limits or prohibits physical or mental activity. If someone loses their ability to walk, they will be considered disabled, as they now have limited mobility. But just because someone thinks differently doesn’t mean their thinking is limited. The concept of neurodiversity helps kids with thinking differences to be less stigmatized by society.

The Bottom Line

While the progressive view of special education promotes neurodiversity as a concept, this doesn’t mean that differences should not be addressed. When a student requires support beyond what the regular classroom can offer, then traditional steps do need to be taken to evaluate and, if necessary, diagnose that student so that he or she can receive the help they need. While science supports the idea of neurodiversity, research has also shown that certain types of learning differences, like dyslexia are best addressed through structured, systematic instructional strategies. And teachers can’t learn which of their students need these strategies just by getting to know them. Still, getting to know them is a crucial part of accepting who they are and viewing the way they think as normal, instead of as a weakness.

Music in Education

Although state education budgets do not always reflect it, the value of music in education has been well documented in the scientific literature. Studies have shown that music training has beneficial effects for spatial reasoning, literacy, and verbal memory; recently, researchers have even developed a line of data in support of music education as a “creative and cost-effective” form of treatment for language-based learning disorders. The developing brains of young musicians benefit from the multi-modal nature of music: it involves precise physical coordination, emotional expression, and careful looking and listening, all at the same time. But it’s important to remember that there is plenty to value in music education that goes beyond these technical, cognitive gains.

One of the most important lessons in any student’s education, and one that is not explicitly taught in many school curricula, is how to be a smart and effective learner. For most students, learning to learn is something that happens over several years, in a relatively undirected, inefficient, and often frustrating process of trial and error. Taking on the challenge of a new instrument can provide a perfect learning laboratory for instilling the habits of great students that don’t come naturally to many: the discipline of daily practice, pride in easy to measure improvements (and those that are harder to quantify), knowing when and how to ask for help when encountering the unknown, struggling to get it right (and knowing that’s okay), and celebrating commitment and hard work, all in a fun and expressive environment. Much more than his or her new skill on the cello, these learning lessons will transfer over to the invaluable student skills that kids need to make the most of their education.

When students have the chance to play their new instrument as part of a young ensemble of musicians, they also develop an understanding of teamwork and collaboration that is not always on offer in the classroom. Many students dread group projects in school, and with good reason; coordinating the efforts of individuals in a group can be a social and academic nightmare. In the context of a school orchestra or band, however, collaboration and teamwork are the norm. Any ensemble experience involves learning to listen carefully and play in unison, balance different parts from the different sections, and achieve a group vision of how the piece should work, both technically and emotionally. There’s an opportunity here for students to develop leadership skills, and to support one another’s growth as members of the same section work to perfect their parts in small groups. 

Even apart from the cognitive benefits scientists have attributed to music education, trying out a new instrument provides invaluable learning experiences to young students. As a testing ground where they can learn to learn, and an inherently collaborative activity, music deserves a place in any child’s education. It’s also, importantly, a chance for kids to express themselves in a new and vital way, and to appreciate a human tradition of music that they will encounter every day for the rest of their lives.

Short Term vs. Long Term Memory

Anytime we have an experience or learn something, our brain stores it as new information. Sometimes it is stored for years, sometimes only moments. There are still unanswered questions about what exactly determines whether information gets transferred to long-term memory or not. But there are a few basic properties of short and long term memory that scientists understand.

What is short term memory?

Our brains are constantly receiving sensory input. Whether through sight, sound, or touch, our brains have to quickly decide whether input is important enough to store. And we filter out a vast majority of this input. The sights we pass as we are driving, the sensation of scratching a bug bite, or the sound of a dog barking are not usually memories we keep for very long. 

When we are consciously trying to remember new information we receive, we store it in our short-term memory. The length of time we can retain it depends on the amount of information and its importance. Most experts believe that our short-term memories can hold no more than seven items at a time. This may be a seven-digit phone number or seven grocery items. These are not necessarily things that we need to remember for more than a little while—just enough time to make a call or take a trip to the store. 

What is Long-Term Memory?

Let’s take that phone number that you needed. After you’ve made your call, you’re not likely to remember that phone number for long. But you find yourself needing the same phone number again and again. The first several times you make the call, you’ll need to look up the number, but after enough repetitions you will have eventually memorized it. At this point you no longer need to look it up because it has transferred to your long-term memory.

This doesn’t mean that your brain will keep the phone number no matter how often you use it. While our capacity for long-term knowledge is vast, it is still limited. Therefore, long-term information that we don’t access on a somewhat regular basis will eventually fade. This is why you were able to remember algebra formulas through all three levels of courses that you took in high school and college, but now, all these years later, you can’t recall any of them. You stored them in your long-term memory when you needed them. By now, your brain has freed up that space for more pertinent information. But just like riding a bike, if you find yourself needing it again, the information will stick much more easily than when you first learned it.

How to Transfer information from Short- to Long-term Memory

When you memorized that phone number, it wasn’t because you “crammed” it. It was because you spent many short periods of time purposefully trying to remember it, over several days, weeks, or months. This is the same way students create long-term knowledge. It’s why cramming for a test might get you the grade you want, but you won’t truly have learned any of the material. Studying for 20 minutes a day every day for the week or two leading up to the test is much more effective for long-term knowledge than spending hours the night before, trying to force it all into memory. Make information stick long-term by regularly spending short periods of time working with the information. Eventually, you’ll commit it to long-term memory.

Talking With Your Children About Learning Differences

If you really think about it, we all have learning and thinking differences. No two people learn and think in exactly the same way. If they did, the world would be far less interesting. Still, whether or not your child has an "official" learning difference, it’s important to talk to him or her about these differences.

Historically, lots of well-meaning parents thought it was best to shield their children from knowing about their learning challenges. This was especially true of students who had diagnosed disabilities. Luckily, times are changing. The parental reflex about children's disabilities is starting to shift from embarrassment to empowerment. Being “neurodiverse” is no longer something to be ashamed of.

Even if your child is considered “neurotypical,” this conversation is still relevant to you. It’s still important for your child to understand that people learn and think and even act differently from she does. Have conversations about what neurodiversity is. Talk about the ways in which neurodiversity benefits us as a society. This is the best way to prepare your child to be the empathetic and compassionate person she is capable of being.

Be as transparent as possible as early as possible

Discussing learning and thinking differences with your child should not be a one-time thing. The more you talk with your child about differences of all kinds, the more normal they become. When we “shield” our kids from understanding neurodiversity (theirs or others'), we are likely doing more harm than good. Children inevitably find out about their learning differences, often at a much older age. When this happens, they are usually either embarrassed or relieved. Finding out there is a reason for their struggles in school can come as a huge epiphany to some kids.

Use age-appropriate levels of complexity

Of course, you’ll navigate the topic differently with a 5-year-old than you would with a 15-year-old. The older your child becomes, the more specific you can get in your discussions. For very young children, whether they have a learning difference or not, use mostly vague and general language in your conversations. For older children, you can begin to be more specific in terms of the names of disabilities and the ways in which they usually affect people.

Look to characters on TV

Even Sesame Street is evolving! If you haven’t met Julia yet, she is the most recent addition to the Sesame Street cast and she is a monster with autism. Kids learn a lot from Julia, regardless of whether or not they have a diagnosed disability. Including Julia in the Sesame Street cast shows her in a light that celebrates her differences as unique gifts and not as a "disability".

Multisensory Phonics Instruction

Learning should happen through all five senses as much as possible. When learning is multi-sensory, it becomes deeper and lasts longer. It also provides learners with multiple modes of working with the content.

Many of us associate learning phonics with seeing and saying individual letter sounds, then combinations of letters, and eventually full words. While this more traditional method has a prominent place in phonics instruction, it should by no means be the only strategy. Here are some effective multisensory ways to help students learn how to decode (or sound out).

Writing with fingers

Some students are able to learn their letters sounds and develop the fine motor skills needed to hold a pencil at the same time. For many students, however, the challenge of the pencil grip distracts a student from internalizing letter formation and corresponding sound. Separating the two by having students practice letter formation with their fingers can help them solidify how letters are formed without needing to worry about pencil grip, correct pressure, and all of the fine motor skills needed to hand write. The possibilities for writing with fingers are endless. Simple air writing is a great strategy for introducing letter formation. Shaving cream and sand are other popular materials and are fun for kids to get their hands in!

Tapping out sounds

For many students, especially those who struggle to retain letter sounds and put sounds together effectively, it helps to add a kinesthetic component. One way to incorporate sense of touch into students’ phonics instruction is to have them tap out sounds while they read. Using one or two fingers, students can gently tap their arm, their lap, or a table, using one tap for each individual phoneme. As students learn to blend, or put sounds together fluently, the taps can turn into strokes. This represents the transition from making choppy, individual sounds, to putting the sounds together to make full words. The physical component that this method incorporates can help students make stronger connections as they learn letter sounds.

Using letter manipulatives

Another great way for students to practice putting sounds together is to use letter manipulatives. These are small, pre-made letter shapes or pieces of paper with individual sounds on them. Students use the individual letters to create syllables or whole words. This method lets them work gradually by starting with one sound and adding each subsequent sound one at a time. If the student is able to say the sounds together as they are creating the word, this further reinforces the sounds they are working with.

Using texture

Students who are tactile learners benefit from learning their letter sounds paired with textures. This can be done by using objects like sandpaper for cut-out letters. You can also have students “write” a letter in glue, then have them cover the glue in glitter. Once the glue dries, they have a very tactile (and sparkly!) opportunity to practice the letter and its sound(s).

Using whole body movement

Finally, kinesthetic learners also benefit from incorporating their whole body into learning phonics. Using their bodies to create different letters while they say the letter name/sound helps them to remember the way the letters look and sound. Even students who are not kinesthetic learners love movement activities like this. They get to be silly, have fun, and learn deeply!

Conclusion

The most effective phonics instruction carefully balances research-backed, explicit instruction with effective reinforcement activities like the ones outlined here. Either method of learning phonics won’t be nearly as effective on its own. Only when students receive a truly multisensory learning experience do they have the greatest chance of becoming successful readers.