Learning how to read requires a whole lot of executive functioning. Double diagnoses like the combo of Attention Deficit Disorder and Dyslexia can be tricky to maneuver as a teacher. We are trained to be explicit with, let us say, phonics instruction, but it's equally if not more salient when we are explicit with those executive tasks associated with reading.
Meta-cognitive approaches are powerful tools that have been instrumental in the growth of my students. My favorite guided question is asking the student to describe what their brain was doing while decoding a word or any task. This practice leads to life-long, effective learning.
I had the privilege of participating in a training with Fumiko Hoeft MD, PhD. One of my students was part of fMRI studies. It was affirming to hear that the data supports an emphasis on executive function.
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