A Silicon Bullet for Dyslexia

Student: "The student"

School:

SUMMARY OF FINDINGS:

"The student" has (above) average oral language and communication ability but has difficulty with reading, writing, and spelling.  Written language does not reflect "the student's" language ability.

Mike Matvy explained the process of using a Dictate and Edit strategy to enable a student to learn how to produce written language that is as good as his/her oral language.

RECOMMENDATIONS for School Program:

1. IEP remains effective

2. Goals were added for written expression using alternative methods of writing

3. Under the supervision of  (a parent) "the student" will complete written assignments by (1) dictating into a dictation device to a parent who types word for word onto a computer what the student says (2) adding punctuation and capitalization, and (3) printing work for school.

GOAL SHEET FOR IEP AND TRANSITION ACTIVITIES

Area of Need>: Written Expression (Language Arts)

Implementer(s) Responsible: General Ed/Resource/AT/Parent

Annual Goal: Given a writing assignment, "the student" will produce written language on (or near) grade-level using alternative methods of writing.

Benchmarks/Short-Term Instructional Objectives:

Given a dictation device, computer, and parent for transcribing dictation, "the student" will: 

1. use a dictation device and record clear speech.

2. organize thoughts and ideas to produce sentences and paragraphs.

3. with dictation typed on computer screen, edit typed work and add capitalization and punctuation.

4. print a paragraph weekly and turn it in to the Resource teacher.

Mike Matvy, EdS, NCSP, is the School Psychologist/Assistive Technology Specialist for the Knox County Schools, Knox County, TN

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