WRE Dyslexia Newsletter

MTA-Multisensory Teaching Approach

Happy Holidays & Update from Mrs. White!

As we come to a close with the semester I want to say how proud I am of all the students! This semester has been full of learning and so much growth! All of the groups are progressing very well through MTA, and I am looking forward to seeing our progress in 2016!


I also wanted to let everyone know that my husband and I are expecting our first child (it's a boy!) in April! We are very excited about the addition to our family. Your kids have been so sweet and supportive since I first told them the news! I wanted to also let you know that MTA groups will continue as usual when I am on maternity leave. I have a sub lined up and she is wonderful! She is trained in the program and only substitutes for MTA teachers. We will make it a smooth transition for the students, and they will have a great end to the school year!

RISD Parent Survey


Reminder to complete the parent survey! Below is the info and link from the RISD School Times


Parents Invited to Participate in Biennial Survey
RISD's biennial survey of parents offers an opportunity for parents to share their thoughts about critical school issues such as academic preparation, student support, parent engagement, safety and behavior, special programs, school and district operations, and school leadership.

The parent survey takes approximately 20-25 minutes to complete. All answers are confidential and survey responses will not be used to identify individuals or their students. After the survey closes, aggregate findings will be reported to the Board of Trustees and RISD community.

Parents with students at more than one school are welcome to complete a survey for each school. Please complete one survey per parent/school.

The parent survey is available in both English and Spanish, either online or through a paper copy at your child's campus.



Parent Survey

The Dyslexic Advantage


Did you know over 40% of the world’s billionaire’s are dyslexic? Why is that? The common myth is that people with dyslexia will never learn to read, spell, and will be continually slow to learn. So how is it that they have a higher percentage of raking in the dough!


Studies have shown that people with dyslexia will learn to read, spell, and gradually process information faster with intensive research based interventions. Although certain parts of the dyslexic brain prove troublesome, there are certain advantages to being born dyslexic. In Brock Eide M.D. and Fernette Eide M.D. book The Dyslexic Advantage they outline 4 strengths that work to the advantage of people with dyslexia.


• M-Strengths: Material Reasoning- The ability to mentally create and manipulate three-dimensional spatial perspectives.


• I-Strengths: Interconnected Reasoning- the ability to perceive more distant and unusual connections.


• N- Strengths: Narrative Reasoning- The ability to perceive information as mental “scenes” or episodic memory.


• D-Strengths: Dynamic Reasoning- The ability to accurately reconstruct past events that they didn’t witness or to predict future states.


Studies have shown people with dyslexia thrive in the work place as compared to the classroom setting because they can engage their strengths and avoid their weaknesses. They focus on the results rather than on methods. Due to their poor automaticity skills they are forced to rethink tasks and break them down to their fundamental principles which in turns help them to be great “out of the box” thinkers. This enables them to become big picture thinkers who can see the overall objects and ideas. Jobs that tend to fit individuals with dyslexia will stress problem solving, troubleshooting, fixing things, coming up with new ideas, thinking about what is missing, or not being addressed, and telling stories. Some examples of possible career choices are; sales, counseling, coaching, advertising, teaching, and entrepreneurships.

Fun Board Games

Interventions need not be boring! Here are some games you can play at home to help your child with memory, vocabulary, fluency, and automaticity.

1. Memory

2. Cranium

3. Pictionary

4. Outburst

5. Mad Gab

6. Scategories

What did you say?

Do you find that your dyslexic child not only leaves a trail of items behind them, but they can never seem to remember what you asked them or what you might have sent them for? A problem with short-term memory is a very common characteristic for a child with dyslexia. To help with committing important information to long term memory students need lots of repetition and visuals.


-For tasks that are repeated daily try posting a visual schedule or calendar.

-When sending your child on an errand be very short and precise with your words, and have them repeat the directions back to you. If that does not work try breaking your task into smaller segments, and gradually build on by adding more directions.

Contact Information

Melanie White

Pat Bone