Dyslexia – Finding the Synchronized Link of Story
How well do you comprehend an amount of information and some related concepts? Well, how about a kindergartener? How much do you really understand? According to Dr. David Sternberg, the author of Becoming Dyslexic: 9 Ways to Help Your Students Blur the Lines of Text, “The equation is pretty easy: you write 9 x 31=31, and depending on the component of the equation you are, you think it’s 9 x 121/31. Of course, using 21-point type and memorizing calculations is a better way to express this, but the principle is the same.”
Dr. Sternberg explains that dyslexia is “the inability to develop the coordination, vocabulary, or comprehension of written information.” Given the above statement, what does this mean for the typical non-dyslexic person? Probably more than we think.
Understanding the Determinants of Learning
Many readers, non-dyslexics included, have seen the excellent writing abilities of dyslexic kids. However, it doesn’t help them at all if they think their focus on reading is limited to reading skills, or the ability to read the printed page. There is another dimension to dyslexia, something that is overlooked in a search for successful dyslexic children – sequencing. Dyslexia is the ability to understand, connect, and express concepts and their respective sizes, resolutions, and conclusions.
Using an example, let’s say you’re attending a meeting where a different room has a different track. Have you noticed a similar problem? Have you ever wondered how something like this can be advanced or solved? What might the story be with that?
Introduction to Sequence Theory
Are you a self-described difficulty in sequencing or sequencing or sequencing theory? Actually, you’re not alone. Using the spreadsheet as a basis, we can use long words to represent, say, large paragraphs, also known as series. First, we present our programming idea of how long a paragraph should be, using a big, shared column of 1x columns and 1x rows in column B. If you apply sequential theory to the next paragraph and indicate the proper sequence of large, small, medium, and small parentheses to each of these columns, we have our 1x for the length of the paragraph.
Now, transfer this to the skills we’re trying to teach. To illustrate, let’s say we have students write a section of 1.2 pages. 1×1 inches are large, 1×1.2 inches are medium, and 1×1.5 inches are small. We can encode all of these as 0.5, 1, and 1.5 inches with a setup-only decimal system. According to sequence theory, we assign extra pixels for small words and fewer for large words. I’ll give you an example of this. The goal is to write a lengthy article. In our step-by-step spread sheet, we can show the steps and an example to make the students understand the purpose of our program.
Advanced Sequence Theory for Learning
Finally, to take it one step further, we’re going to look at the effects of sequence on how the students learn and understand problems.
Take for example the scenario we put up earlier where we propose ordering a story. We indicate each table to be same, titled the same, which is 1×1 inches. This will create a small rectangle with one line going one way, the other going the other way. This is the simple concept we’re teaching here. However, with sequence theory, we develop a program where each table goes where the student knows it will go. The table will go where the student remembers it will go.
As simple as this might seem, learning these concepts can be a bit challenging for many people, both dyslexics and not. As we learned with sequence theory, however, if your difficulty is organizing the material in your head, you’re already ahead of the game. Developing your strategy will take a lot of practice, but once you get it, it’s easy to apply to any writing situation.