1 00:00:00,000 --> 00:00:04,290 [MUSIC] 2 00:00:04,290 --> 00:00:07,200 Well hello everybody. 3 00:00:07,200 --> 00:00:15,090 I have got the pleasure of introducing a duo first in the Treehouse history. 4 00:00:15,090 --> 00:00:17,157 First though, we have Ross. 5 00:00:17,157 --> 00:00:18,018 Hi Ross. 6 00:00:18,018 --> 00:00:21,242 So Ross is an Orton-Gillingham trained instructor and 7 00:00:21,242 --> 00:00:25,780 a high school teacher with Edison High School in Southwest Portland. 8 00:00:25,780 --> 00:00:31,790 Ross teaches philosophy is one rooted in equity inclusion and accessibility. 9 00:00:31,790 --> 00:00:35,608 His work as an educator is guided by principles of culturally responsive 10 00:00:35,608 --> 00:00:38,936 teaching apart practices and universal design for learning. 11 00:00:38,936 --> 00:00:42,340 Sounds like someone I want to be involved with [LAUGH]. 12 00:00:42,340 --> 00:00:44,262 And then he's partnered up with James. 13 00:00:44,262 --> 00:00:47,460 James Moore is a sports minded, hey James, 14 00:00:47,460 --> 00:00:52,820 community driven individual that thoroughly enjoyed eating tacos. 15 00:00:52,820 --> 00:00:54,591 We gotta get together for real. 16 00:00:54,591 --> 00:00:59,007 [LAUGH] James strives to be able to understand the interesting information 17 00:00:59,007 --> 00:01:02,139 enough to be able to teach the information to someone 18 00:01:02,139 --> 00:01:04,220 else when given the opportunity. 19 00:01:04,220 --> 00:01:08,334 He has earned his bachelor's of science from Butler u=University in Indianapolis, 20 00:01:08,334 --> 00:01:08,851 Indiana. 21 00:01:08,851 --> 00:01:11,875 He made it in science, technology and society and 22 00:01:11,875 --> 00:01:16,699 completed marketing classes to improve his marketing skills while working for 23 00:01:16,699 --> 00:01:21,456 Nissan corporation, the largest multi-activation program in the nation. 24 00:01:21,456 --> 00:01:26,871 While working in marketing, going to school and volunteering in his community, 25 00:01:26,871 --> 00:01:31,940 his love for coding never dissolved and will continue to grow each day. 26 00:01:31,940 --> 00:01:36,914 James has expert knowledge and programming languages that can help individuals or 27 00:01:36,914 --> 00:01:42,000 businesses thrive utilizing understandings related to sustainability. 28 00:01:42,000 --> 00:01:44,410 Please welcome Ross and James. 29 00:01:46,430 --> 00:01:48,841 >> Rex is a student of mine at Edison High School and 30 00:01:48,841 --> 00:01:53,220 is also a youth advocate in the Community for Dyslexia and Neurodiversity as well. 31 00:01:53,220 --> 00:01:55,540 So super excited to have him here. 32 00:01:55,540 --> 00:01:57,374 Thank you all for joining and 33 00:01:57,374 --> 00:02:03,820 I'm gonna give a bit of presentation about dyslexia and supporting neurodiversity. 34 00:02:03,820 --> 00:02:07,885 And then I'll hand it off to James as well to talk about coding and 35 00:02:07,885 --> 00:02:12,857 how we can support folks in learning about and talking about coding with sort of 36 00:02:12,857 --> 00:02:18,210 these concepts of universal design in mind and embracing neurodiversity. 37 00:02:18,210 --> 00:02:20,890 And so Rex will kind of help us as well as we move through 38 00:02:20,890 --> 00:02:23,320 the dyslexia portion as well. 39 00:02:23,320 --> 00:02:24,833 So folks if you need to, 40 00:02:24,833 --> 00:02:29,870 you can double tap the presentation to make it bigger on your screen as well. 41 00:02:29,870 --> 00:02:34,310 And please feel free to type into the chat if you're having any issues seeing or 42 00:02:34,310 --> 00:02:35,850 hearing anything. 43 00:02:35,850 --> 00:02:38,250 I want to make sure that everyone is able to access the information. 44 00:02:39,365 --> 00:02:43,022 So if you are seeing Supporting Learners With Dyslexia & 45 00:02:43,022 --> 00:02:47,364 All Learning Styles brought to you by myself, Ross Faulkenberg and 46 00:02:47,364 --> 00:02:52,261 James Moore with Rex Ronson, then you are in the right place and so welcome. 47 00:02:52,261 --> 00:02:56,522 So what I wanted to do to start off, I think place is so important and 48 00:02:56,522 --> 00:03:01,812 especially right now during virtual community still acknowledging place. 49 00:03:01,812 --> 00:03:05,341 And so what I wanna do real quick is just a land acknowledgement. 50 00:03:05,341 --> 00:03:09,651 So I'd like to acknowledge the indigenous people whose land we are on today. 51 00:03:09,651 --> 00:03:12,289 It's important to acknowledge the ancestors of this place 52 00:03:12,289 --> 00:03:16,033 all of these places, and to recognize that we are here because of the sacrifices that 53 00:03:16,033 --> 00:03:17,211 they were forced to make. 54 00:03:18,230 --> 00:03:21,637 So in speaking of all indigenous communities, we honor their memory, 55 00:03:21,637 --> 00:03:25,350 their lives, their descendants and their continued presence. 56 00:03:25,350 --> 00:03:27,723 And we also remember that we are guests on this land and 57 00:03:27,723 --> 00:03:30,950 must do our best to move with reverence and respect. 58 00:03:30,950 --> 00:03:34,933 And so on these slides, there are a couple different links that if I can share 59 00:03:34,933 --> 00:03:38,732 the slides with you folks can check out what a land acknowledgement is and 60 00:03:38,732 --> 00:03:42,420 it's important and then also to learn about the land that you live on. 61 00:03:45,250 --> 00:03:49,170 All right, to make sure I'm not catching anything in the chat. 62 00:03:49,170 --> 00:03:52,050 So really what we're gonna be talking about today and 63 00:03:52,050 --> 00:03:55,560 dyslexia falls into this is is neurodiversity. 64 00:03:55,560 --> 00:03:58,637 And so neurodiversity really just means brain variety and 65 00:03:58,637 --> 00:04:01,090 there are endless variations as we all know. 66 00:04:01,090 --> 00:04:04,783 So we're all so unique, the way we learn, the way we receive information, 67 00:04:04,783 --> 00:04:07,550 the way we express communication are very unique. 68 00:04:07,550 --> 00:04:11,160 And so embracing neurodiversity is what we're all about today. 69 00:04:12,590 --> 00:04:16,300 Another thing to keep in mind would be person first language. 70 00:04:16,300 --> 00:04:19,391 So this is something that can help us when we're talking 71 00:04:19,391 --> 00:04:24,020 about individuals who've been identified with any sort of label. 72 00:04:24,020 --> 00:04:26,915 So person first language just refers to the individual first and 73 00:04:26,915 --> 00:04:28,970 any other labels second. 74 00:04:28,970 --> 00:04:33,380 However, each individual has the right to decide how they identify. 75 00:04:33,380 --> 00:04:37,250 So the ultimate rule is just ask them, trust them because they know best. 76 00:04:40,520 --> 00:04:45,411 And so when we talk about neurodiversity, and often folks will talk about these 77 00:04:45,411 --> 00:04:51,370 different neurodiverse experiences with language like disabilities or differences. 78 00:04:51,370 --> 00:04:56,105 But keeping in mind that these can be visible and or hidden differences. 79 00:04:56,105 --> 00:05:02,520 So often I think a lot of times we rely on those visible differences to give us cues. 80 00:05:02,520 --> 00:05:05,800 But just keep in mind that some of these differences can be hidden as well. 81 00:05:05,800 --> 00:05:08,240 And they're absolutely not the same for each individual. 82 00:05:09,270 --> 00:05:14,134 So I always like this phrasing, when you meet one person with say dyslexia, 83 00:05:14,134 --> 00:05:18,180 then you've met just one person with dyslexia. 84 00:05:18,180 --> 00:05:21,964 And so again if we flip it, if people prefer nonperson first language, so 85 00:05:21,964 --> 00:05:26,192 when you meet one person who is dyslexic, you've met one person who is dyslexic. 86 00:05:28,649 --> 00:05:32,022 So along those lines, dyslexia is like a fingerprint. 87 00:05:32,022 --> 00:05:36,769 So it's entirely unique for each person and dyslexia also exists across all 88 00:05:36,769 --> 00:05:41,900 written languages and it also exists across all races and ethnicities. 89 00:05:41,900 --> 00:05:45,434 And Rex did you want to add anything about sort of the uniqueness of each person is 90 00:05:45,434 --> 00:05:46,720 experience with dyslexia? 91 00:05:47,850 --> 00:05:53,839 >> Yeah, so dyslexia comes in all different variants in different ways for 92 00:05:53,839 --> 00:05:55,222 people to read. 93 00:05:55,222 --> 00:06:01,061 And so it can be for me, I have severe dyslexia but for someone else, 94 00:06:01,061 --> 00:06:06,697 it could be a mild term of dyslexia where they just kind of struggle 95 00:06:06,697 --> 00:06:11,821 reading versus me, I really, really struggled to read and 96 00:06:11,821 --> 00:06:16,760 actually understand what I'm reading or listening to. 97 00:06:16,760 --> 00:06:17,260 >> Thanks Rex. 98 00:06:20,515 --> 00:06:23,577 And so this is a short video that I'm actually not gonna watch with us 99 00:06:23,577 --> 00:06:26,919 right now because I feel like the connection might make it a little laggy. 100 00:06:26,919 --> 00:06:32,000 So I really want folks, all you have to do is when you just type in your 101 00:06:32,000 --> 00:06:37,349 Google search, just type in what is dyslexia, and it gives you a really 102 00:06:37,349 --> 00:06:43,330 nice background of information about what dyslexia is, what it is not. 103 00:06:43,330 --> 00:06:47,460 And it also talks about how dyslexia is hereditary. 104 00:06:47,460 --> 00:06:49,020 So it does run in families. 105 00:06:49,020 --> 00:06:52,585 So if you have one member of your family who struggles to decode or 106 00:06:52,585 --> 00:06:56,480 to read even single syllable words, some of those struggles can pop up 107 00:06:56,480 --> 00:06:59,640 later down the line in other family members as well. 108 00:06:59,640 --> 00:07:00,470 It's not uncommon. 109 00:07:01,650 --> 00:07:05,225 But one of the things that's difficult is because dyslexia is sort of a new kind 110 00:07:05,225 --> 00:07:07,880 of understanding that people are still learning about and 111 00:07:07,880 --> 00:07:10,650 getting out into the community and talking about. 112 00:07:10,650 --> 00:07:12,833 It's only something that's been around for 113 00:07:12,833 --> 00:07:15,860 a short amount of time without awareness is out there. 114 00:07:15,860 --> 00:07:20,195 So there are some family members who might have struggled to read but 115 00:07:20,195 --> 00:07:23,730 were never identified as having dyslexia. 116 00:07:23,730 --> 00:07:25,410 So something to keep in mind. 117 00:07:25,410 --> 00:07:30,266 And one of the other things that the film really talks about I'm gonna say 118 00:07:30,266 --> 00:07:33,529 it's about five to eight minutes is how dyslexia 119 00:07:33,529 --> 00:07:38,200 is really an issue of manipulating the sounds in spoken language. 120 00:07:38,200 --> 00:07:40,740 So it's really where it starts is with spoken language. 121 00:07:40,740 --> 00:07:45,542 And lots of folks with dyslexia [COUGH] have difficulty manipulating and 122 00:07:45,542 --> 00:07:50,423 chunking out the sounds in language which then produces a more difficult 123 00:07:50,423 --> 00:07:54,680 time to match sounds to letters and then to ultimately to read. 124 00:07:56,410 --> 00:07:59,625 So again I really encourage folks, if you just type in what is 125 00:07:59,625 --> 00:08:03,240 dyslexia into your Google search bar, look for this TedEd video. 126 00:08:03,240 --> 00:08:05,125 It's really informative and 127 00:08:05,125 --> 00:08:09,730 I think he does a good job of being brief about what dyslexia is and is not. 128 00:08:12,020 --> 00:08:18,200 So this is the sort of academic or medical definition of dyslexia. 129 00:08:18,200 --> 00:08:21,300 This is from the International Dyslexia Association. 130 00:08:21,300 --> 00:08:24,700 And I'll just read through it real quick and kind of explain bits of it. 131 00:08:24,700 --> 00:08:28,540 So dyslexia is a specific learning disability that is neurobiological 132 00:08:28,540 --> 00:08:29,183 in origin. 133 00:08:29,183 --> 00:08:32,490 Neurobiological in origin just means that it's brain based. 134 00:08:32,490 --> 00:08:34,680 It's not a vision issue. 135 00:08:34,680 --> 00:08:38,877 It's a different pathway and a different path that the information has to travel 136 00:08:38,877 --> 00:08:42,010 for someone with dyslexia when they read. 137 00:08:42,010 --> 00:08:45,448 So it is characterized by difficulties with accurate and or 138 00:08:45,448 --> 00:08:49,590 fluent word recognition and by poor spelling and decoding abilities. 139 00:08:49,590 --> 00:08:54,627 So decoding is just reading essentially, so being able to pronounce words, 140 00:08:54,627 --> 00:08:59,570 being able to receive information from words written on a page. 141 00:08:59,570 --> 00:09:03,785 These difficulties typically result from a deficit in the phonological component of 142 00:09:03,785 --> 00:09:04,380 language. 143 00:09:04,380 --> 00:09:07,180 Again, phonological just is talking about sound. 144 00:09:07,180 --> 00:09:09,970 So again it really does start with that sound piece. 145 00:09:09,970 --> 00:09:14,585 It's often unexpected in relation to other cognitive abilities in the provision of 146 00:09:14,585 --> 00:09:16,600 effective classroom instruction. 147 00:09:16,600 --> 00:09:20,959 So really what that's talking about is just the dyslexia is not linked to 148 00:09:20,959 --> 00:09:22,393 intelligence levels. 149 00:09:22,393 --> 00:09:27,140 So secondary consequences, as you can imagine will include problems in reading 150 00:09:27,140 --> 00:09:30,650 comprehension, and often a reduced reading experience. 151 00:09:30,650 --> 00:09:33,514 It's harder for folks with dyslexia to want to read and 152 00:09:33,514 --> 00:09:37,875 it can also therefore impede the growth of vocabulary and background knowledge for 153 00:09:37,875 --> 00:09:41,070 some folks, but again, it's very unique for each person. 154 00:09:41,070 --> 00:09:43,310 Some folks struggle with comprehension. 155 00:09:43,310 --> 00:09:46,195 Some folks struggle with just decoding or both. 156 00:09:49,562 --> 00:09:54,308 So again, an important message is dyslexia is not linked to intelligence levels, and 157 00:09:54,308 --> 00:09:58,070 also all neurodiversity not linked to intelligence levels. 158 00:09:58,070 --> 00:10:00,790 Obviously there's a lot of conversation about 159 00:10:00,790 --> 00:10:04,604 How we even measure something like intelligence and I'm obviously different, 160 00:10:04,604 --> 00:10:08,350 civilizations in different societies, I try to do this in different ways. 161 00:10:08,350 --> 00:10:12,834 But something to really keep in mind is that all this neurodiversity, 162 00:10:12,834 --> 00:10:16,786 the ways that we are unique in the way we receive information or 163 00:10:16,786 --> 00:10:21,887 express information and communication, not linked to intelligence levels. 164 00:10:24,559 --> 00:10:27,436 >> So these are some big takeaways because there's some common, 165 00:10:27,436 --> 00:10:31,210 really pervasive myths that are out in the community about dyslexia. 166 00:10:31,210 --> 00:10:34,202 So, here are some of the main ones that you'll hear, 167 00:10:34,202 --> 00:10:37,470 dyslexia is not seeing letters backwards or upside down. 168 00:10:37,470 --> 00:10:42,143 So sometimes people will think that dyslexia is just flipping letters around, 169 00:10:42,143 --> 00:10:46,257 flipping words around and on the page visually, they're letters and 170 00:10:46,257 --> 00:10:51,140 moving around and kind of melting into each other and that's not the case. 171 00:10:51,140 --> 00:10:53,640 So it's not seeing letters backwards or upside down. 172 00:10:53,640 --> 00:10:56,520 And again, dyslexia is not a vision problem. 173 00:10:56,520 --> 00:11:02,125 So there are definitely folks who benefit from different colored glasses, different 174 00:11:02,125 --> 00:11:07,660 things that they can put, colored squares that they can put over their text. 175 00:11:07,660 --> 00:11:10,595 And those can be really beneficial for folks. 176 00:11:10,595 --> 00:11:13,808 But just keeping in mind that it is not a problem with someone's vision or 177 00:11:13,808 --> 00:11:14,657 someone's eyes. 178 00:11:14,657 --> 00:11:17,235 If their eyes are working well for seeing, 179 00:11:17,235 --> 00:11:22,176 then those eyes are gonna be working well for reading, it's actually a pathway in 180 00:11:22,176 --> 00:11:26,708 their brain where the process of reading those words is getting caught up. 181 00:11:26,708 --> 00:11:32,000 Dyslexia cannot be cured by completing a medical program or with medication. 182 00:11:32,000 --> 00:11:33,600 It cannot be outgrown. 183 00:11:33,600 --> 00:11:38,430 However, folks who read with dyslexia can improve their reading. 184 00:11:39,650 --> 00:11:40,610 But it cannot be outgrown. 185 00:11:40,610 --> 00:11:42,969 Lots of folks will struggle lifelong, 186 00:11:42,969 --> 00:11:48,250 dyslexia does not mean that someone is lazy, dumb or less intelligent. 187 00:11:48,250 --> 00:11:50,576 And dyslexia does not mean that a student cannot read or 188 00:11:50,576 --> 00:11:51,950 improve their reading skills. 189 00:11:56,200 --> 00:11:59,700 So, one of the interesting things is it really all starts with spoken language. 190 00:12:00,790 --> 00:12:05,309 And so it said that humans are around 200,000 or more years old, and therefore 191 00:12:05,309 --> 00:12:10,090 one could argue that spoken language has been around for about that long. 192 00:12:10,090 --> 00:12:13,758 Yet the oldest written language that we know of called Sumerian, 193 00:12:13,758 --> 00:12:17,775 from the Sumerians is only around 5,000 to 6,000 years old. 194 00:12:17,775 --> 00:12:22,102 So pointing that out being that spoken language is something that our brains 195 00:12:22,102 --> 00:12:24,630 are sort of pre wired to handle. 196 00:12:24,630 --> 00:12:27,682 And written language is different, it's something that we do have to be taught, 197 00:12:27,682 --> 00:12:29,910 it's something that we have to learn and it's difficult. 198 00:12:31,270 --> 00:12:34,970 So just keep in mind that learning to read is no easy task. 199 00:12:34,970 --> 00:12:37,995 Again our brains are pre wired to handle the spoken language, but 200 00:12:37,995 --> 00:12:39,900 the written language is different. 201 00:12:39,900 --> 00:12:43,408 So reading is not a naturally occurring process that our brains are wired 202 00:12:43,408 --> 00:12:44,660 to handle. 203 00:12:44,660 --> 00:12:47,110 Rex, do you wanna share your robot story? 204 00:12:48,380 --> 00:12:52,046 >> Yeah, so I've always thought of dyslexia as 205 00:12:52,046 --> 00:12:56,030 kind of just a different way of doing [INAUDIBLE]. 206 00:12:56,030 --> 00:13:02,074 The way I always thought of it was that robot designed specifically for 207 00:13:02,074 --> 00:13:04,340 this one task. 208 00:13:04,340 --> 00:13:08,331 And then you go tell that robot to literally do a task that it's not 209 00:13:08,331 --> 00:13:10,880 designed to do, and ask it to try to do it. 210 00:13:12,250 --> 00:13:13,930 That's kind of what dyslexia is. 211 00:13:15,560 --> 00:13:17,870 >> That's a great way to describe it Rex. 212 00:13:17,870 --> 00:13:21,988 So just keeping in mind folks, I think there's, and even myself, I'm someone who 213 00:13:21,988 --> 00:13:25,817 does not struggle with reading, I struggle with reading comprehension, but 214 00:13:25,817 --> 00:13:29,761 I don't struggle with actually lifting the words and the symbols off the page and 215 00:13:29,761 --> 00:13:30,652 making meaning. 216 00:13:30,652 --> 00:13:34,340 But I think a lot of us take for granted sort of those reading abilities. 217 00:13:34,340 --> 00:13:37,046 It's something that we don't talk a whole lot about how hard reading is 218 00:13:37,046 --> 00:13:38,110 for many of us. 219 00:13:38,110 --> 00:13:42,725 And I think a lot of folks think that just developmentally, a student will, someone 220 00:13:42,725 --> 00:13:47,720 who's developing will just eventually get there, they just need more time. 221 00:13:47,720 --> 00:13:52,501 What we've learned through decades and decades worth of research about reading, 222 00:13:52,501 --> 00:13:54,480 is that that's not the case. 223 00:13:54,480 --> 00:13:57,437 Because we're not pre wired to handle written language, 224 00:13:57,437 --> 00:14:00,590 we do need to be taught explicitly sort of those connections. 225 00:14:00,590 --> 00:14:05,099 Connecting those sounds that we use in our language the letters 226 00:14:05,099 --> 00:14:07,760 that represent the sounds. 227 00:14:07,760 --> 00:14:09,090 And this is true for all languages. 228 00:14:09,090 --> 00:14:13,831 So across all languages that you can think of, there's going to be, 229 00:14:13,831 --> 00:14:18,245 if it's a written language, there's going to be this need to be 230 00:14:18,245 --> 00:14:22,770 taught how to break down the sounds that you hear in speech. 231 00:14:22,770 --> 00:14:25,761 And so then once you break those sounds down auditorily, 232 00:14:25,761 --> 00:14:29,573 then you can start connecting them to letters and letter combinations. 233 00:14:33,478 --> 00:14:36,746 >> So, I always like to think of written language as sort of the OG or 234 00:14:36,746 --> 00:14:40,984 the original speech to text, because we start off with these long co-articulated 235 00:14:40,984 --> 00:14:44,895 strings of speech like I'm doing right now, talking really fast. 236 00:14:44,895 --> 00:14:48,725 And the words are kind of running together in this one stream of speech. 237 00:14:48,725 --> 00:14:52,209 And sounds are obviously blended together into these words, these phrases and 238 00:14:52,209 --> 00:14:53,045 these sentences. 239 00:14:54,130 --> 00:14:58,226 So, what we have to do is we have to break those strings of speech down into 240 00:14:58,226 --> 00:14:59,637 their smallest parts and 241 00:14:59,637 --> 00:15:04,330 then match those smallest sound parts to symbols that represent them. 242 00:15:04,330 --> 00:15:07,490 So for instance, I take a word like cat. 243 00:15:07,490 --> 00:15:11,743 We need to be able to, and students who are learning to read need to be able to 244 00:15:11,743 --> 00:15:15,270 break down, that there are three sounds in the word chat app. 245 00:15:16,400 --> 00:15:20,680 And then they blend those sounds together to make that word, to produce that word. 246 00:15:21,920 --> 00:15:25,432 >> So just thinking about again how difficult that really is to 247 00:15:25,432 --> 00:15:30,360 take sort of a long co-articulated string of speech and to start chunking it down. 248 00:15:30,360 --> 00:15:34,390 And if someone doesn't really point out to you and make you aware of how 249 00:15:34,390 --> 00:15:39,170 to break down those sounds and that words in letters, represent small sounds. 250 00:15:39,170 --> 00:15:40,947 Then that's gonna be really difficult for 251 00:15:40,947 --> 00:15:42,930 you to sort of just pick that up on your own. 252 00:15:42,930 --> 00:15:47,875 And so again, as we see in our reading rates, lots of the the data that's 253 00:15:47,875 --> 00:15:52,580 coming out about our schools and where students reading levels are, 254 00:15:52,580 --> 00:15:57,527 we still have a lot of work to do in terms of getting the awareness about how 255 00:15:57,527 --> 00:16:02,476 to teach reading out there in a way that supports every student including 256 00:16:02,476 --> 00:16:06,896 those with dyslexia, or folks who struggle to read otherwise. 257 00:16:06,896 --> 00:16:11,358 So some of the key skill areas for emerging readers are critical for 258 00:16:11,358 --> 00:16:13,360 readers with dyslexia. 259 00:16:13,360 --> 00:16:15,918 So these are the two sound skills, really important 260 00:16:15,918 --> 00:16:19,872 sound skills that really all parents, community members should be aware of, so 261 00:16:19,872 --> 00:16:24,750 that they can talk to their teachers about their child's reading development. 262 00:16:24,750 --> 00:16:27,160 So phonological and phonemic awareness. 263 00:16:27,160 --> 00:16:32,092 Phonological is sort of the umbrella term of being able to chunk words 264 00:16:32,092 --> 00:16:36,513 into syllables, being able to chunk them into word parts, so 265 00:16:36,513 --> 00:16:40,100 that you can count them out of words in a sentence. 266 00:16:40,100 --> 00:16:44,710 It includes things like rhyming, hearing the first sound in a word. 267 00:16:44,710 --> 00:16:48,850 So if I have the word sunset, knowing that the first sound of that word is, and 268 00:16:48,850 --> 00:16:51,527 things of that sort and then phonemic awareness is 269 00:16:51,527 --> 00:16:55,440 when kinda like the activity that I just did with the word cat. 270 00:16:55,440 --> 00:16:59,980 It's where you're breaking down those sounds into their smallest parts. 271 00:16:59,980 --> 00:17:03,577 So that's a really tough skill that is really, really important for 272 00:17:03,577 --> 00:17:07,060 emerging readers, especially in grades K through three. 273 00:17:07,060 --> 00:17:08,366 But for some students, 274 00:17:08,366 --> 00:17:13,470 they're gonna be needing that phonemic awareness practice for a long, long time. 275 00:17:13,470 --> 00:17:16,530 And so it's never too late to learn those skills. 276 00:17:16,530 --> 00:17:19,644 But some, a lot of our students are not receiving that instruction in 277 00:17:19,644 --> 00:17:20,830 the early grades. 278 00:17:20,830 --> 00:17:23,988 Which makes it really difficult for them to read later on. 279 00:17:23,988 --> 00:17:28,209 So again, when we say that dyslexia is related to difficulty with manipulating 280 00:17:28,209 --> 00:17:32,556 language, the root of the problem is just manipulating the individual sounds and 281 00:17:32,556 --> 00:17:33,790 language. 282 00:17:33,790 --> 00:17:37,010 So for example, I'll just kind of put this out there. 283 00:17:37,010 --> 00:17:39,280 I know we can't do sort of a back and forth. 284 00:17:39,280 --> 00:17:43,213 But here are some activities that students need to be able to do, and some ways 285 00:17:43,213 --> 00:17:48,330 teachers can teach, and they're often just called phonemic awareness activities. 286 00:17:48,330 --> 00:17:52,910 So a basic syllable level would be if I said the word bookcase. 287 00:17:52,910 --> 00:17:55,890 And then I asked you to say the word bookcase but don't say book. 288 00:17:55,890 --> 00:17:58,830 You'd be able to say case, and chunk that out and 289 00:17:58,830 --> 00:18:02,600 hear that there are two syllables in that word. 290 00:18:02,600 --> 00:18:06,170 Same thing, we move on to the first sound in a word. 291 00:18:06,170 --> 00:18:09,571 So if I said, say feet, and you would say feet, and 292 00:18:09,571 --> 00:18:14,334 now I say say feet, but don't say [SOUND], you'd be able to produce it. 293 00:18:14,334 --> 00:18:19,304 So just a couple of examples of the tasks that we're really needing students to 294 00:18:19,304 --> 00:18:24,160 be skilled with before they even start being presented with letters. 295 00:18:24,160 --> 00:18:26,830 So again, it really does all start with a lot of these sound skills. 296 00:18:26,830 --> 00:18:28,990 And again, this is true for all languages. 297 00:18:28,990 --> 00:18:33,737 So for a student, say who's growing up in a home where Spanish is spoken, 298 00:18:33,737 --> 00:18:38,102 that student will really benefit from having some of these phonemic 299 00:18:38,102 --> 00:18:42,020 awareness and phonological awareness in Spanish first. 300 00:18:42,020 --> 00:18:45,530 And that will even help them later as they start to acquire another language, 301 00:18:45,530 --> 00:18:46,860 if that's English. 302 00:18:46,860 --> 00:18:50,333 And they're gonna be able to still use those sound skills that they have, 303 00:18:50,333 --> 00:18:53,246 being able to break words down into their smallest parts, and 304 00:18:53,246 --> 00:18:54,830 then connect those two symbols. 305 00:18:57,850 --> 00:19:02,090 So just another reminder, dyslexia is not a vision issue. 306 00:19:02,090 --> 00:19:06,872 So again, we'll often hear folks out in the community often making making light, 307 00:19:06,872 --> 00:19:12,230 not meaning to, but I think making light words like that's just my dyslexia. 308 00:19:12,230 --> 00:19:15,420 And for some folks that might be true, it may really be their dyslexia. 309 00:19:15,420 --> 00:19:18,216 But for folks who don't really struggle to use that, 310 00:19:18,216 --> 00:19:22,195 I think in some ways can be a little disempowering for folks who have dyslexia 311 00:19:22,195 --> 00:19:26,240 and who do really struggle to read, so just something to keep in mind. 312 00:19:26,240 --> 00:19:28,662 Again, just that awareness when you're using the language, 313 00:19:28,662 --> 00:19:30,590 and out in the community talking about dyslexia. 314 00:19:31,650 --> 00:19:33,751 Just keep in mind that there are some folks who, yeah, 315 00:19:33,751 --> 00:19:35,680 I think that's a little disempowering for some. 316 00:19:37,130 --> 00:19:38,830 Because again, it is not a vision issue. 317 00:19:40,470 --> 00:19:44,325 When you're looking to learn about different ways of supporting folks with 318 00:19:44,325 --> 00:19:48,539 dyslexia or if it's, again, your own dyslexia that you're looking to support, 319 00:19:48,539 --> 00:19:53,250 and you're looking for research articles, don't just read the titles. 320 00:19:53,250 --> 00:19:56,924 I've often had some folks send me articles about different things that can be 321 00:19:56,924 --> 00:19:59,330 beneficial for students with dyslexia. 322 00:19:59,330 --> 00:20:01,690 And in one of the examples is different fonts. 323 00:20:01,690 --> 00:20:05,860 So there are different fonts out there, one's called open dyslexic. 324 00:20:05,860 --> 00:20:08,799 And it's a font that is supposedly specifically designed for 325 00:20:08,799 --> 00:20:10,690 students with dyslexia. 326 00:20:10,690 --> 00:20:14,796 And while we all might have font preferences and that might really help 327 00:20:14,796 --> 00:20:19,470 some people, keep in mind that folks with dyslexia, it's not a vision issue. 328 00:20:19,470 --> 00:20:21,260 So it's not about the font. 329 00:20:21,260 --> 00:20:22,872 Again, if their eyes work well for seeing, 330 00:20:22,872 --> 00:20:24,492 their eyes are gonna work well for reading. 331 00:20:24,492 --> 00:20:28,068 So make sure to read the abstract and research articles. 332 00:20:28,068 --> 00:20:32,823 Make sure to read the conclusion or the discussion and limitation section. 333 00:20:32,823 --> 00:20:37,693 And so this is an example of a study that was called the effect of a specialized 334 00:20:37,693 --> 00:20:42,196 dyslexia font called open dyslexic on the reading rate and accuracy. 335 00:20:42,196 --> 00:20:44,902 So if you look further down in the study, way down at the bottom, 336 00:20:44,902 --> 00:20:47,360 when it talks about the limitations and future research, 337 00:20:47,360 --> 00:20:50,221 they talk about that this study failed to find any positive effect of 338 00:20:50,221 --> 00:20:53,050 the specialized dyslexia font on the reading accuracy and speed. 339 00:20:53,050 --> 00:20:58,270 So that they can assume that it will also have no effect on reading comprehension. 340 00:20:58,270 --> 00:21:03,226 So again not to say that open dyslexic font or certain fonts can't be really 341 00:21:03,226 --> 00:21:09,160 helpful for certain people, but overall, that is not a way to address dyslexia. 342 00:21:09,160 --> 00:21:12,488 The way to address dyslexia is with solid reading instruction, 343 00:21:12,488 --> 00:21:15,509 and really drawing students' attention to the subskills 344 00:21:15,509 --> 00:21:18,480 that they need to eventually connect sounds to letters. 345 00:21:20,420 --> 00:21:24,633 So again I think some of these font preferences, Serif versus San-serif. 346 00:21:24,633 --> 00:21:27,886 Serif I think of as formal wear kind of like fancy font, 347 00:21:27,886 --> 00:21:31,080 whereas San-serif I think of as casualwear. 348 00:21:31,080 --> 00:21:34,861 And some folks have different preferences and even in different contexts. 349 00:21:34,861 --> 00:21:39,521 So, obviously I think we see Serif a lot in certain news publications especially 350 00:21:39,521 --> 00:21:40,748 historically. 351 00:21:40,748 --> 00:21:45,485 And then San-Serif I think is something that we see more often in 352 00:21:45,485 --> 00:21:49,718 the technology that we use, so different preferences. 353 00:21:49,718 --> 00:21:55,151 But again self-advocacy, so if you really benefit from a certain 354 00:21:55,151 --> 00:22:00,900 style of font even if it's open to dyslexic, do what works for you. 355 00:22:00,900 --> 00:22:03,420 So keep using the strategies that work for you. 356 00:22:03,420 --> 00:22:06,122 And again, if different fonts or font sizes help you, 357 00:22:06,122 --> 00:22:08,250 then that is a great strategy for you. 358 00:22:08,250 --> 00:22:10,708 So advocate for what you need in the classroom or 359 00:22:10,708 --> 00:22:13,520 in your work environment or in the community. 360 00:22:13,520 --> 00:22:17,498 If you can ask to have information presented to you in a different way, 361 00:22:17,498 --> 00:22:20,735 that's how you prefer and you feel comfortable asking, 362 00:22:20,735 --> 00:22:26,792 definitely self-advocate So I'm gonna lean on Rex again for a little bit of this. 363 00:22:26,792 --> 00:22:29,753 But these are talking about some of the accommodations and 364 00:22:29,753 --> 00:22:33,984 assistive technology that are available for students to use in the classroom, but 365 00:22:33,984 --> 00:22:36,800 also folks to use out in the community. 366 00:22:36,800 --> 00:22:40,670 So access is obviously an issue with some of these things because they can get 367 00:22:40,670 --> 00:22:41,342 expensive. 368 00:22:41,342 --> 00:22:45,101 I hope as time goes on, some of these things are more widely available, but 369 00:22:45,101 --> 00:22:48,080 they definitely should be available in schools. 370 00:22:48,080 --> 00:22:52,771 Legally school should have to provide some of these accommodations for their students 371 00:22:52,771 --> 00:22:56,830 who are trying to learn with dyslexia or when they're struggling to read. 372 00:22:56,830 --> 00:23:01,374 So I'll read through a few and then I'll have Rex talk about a couple of them. 373 00:23:01,374 --> 00:23:05,857 So there are things called reader pens where it will scan the text on the page 374 00:23:05,857 --> 00:23:09,644 and it can read it back to you so you can listen to the audio of it. 375 00:23:09,644 --> 00:23:10,838 You can also take notes with it. 376 00:23:10,838 --> 00:23:15,051 And then also Browsealoud, which is used on a lot of different 377 00:23:15,051 --> 00:23:19,434 websites where it will read the text that is on the website page. 378 00:23:19,434 --> 00:23:24,212 Extended test taking time is a really important for some folks with dyslexia and 379 00:23:24,212 --> 00:23:27,570 other neuro-diverse learners as well. 380 00:23:27,570 --> 00:23:31,550 Verbal and audio instructions are super key as well. 381 00:23:31,550 --> 00:23:36,105 Often in my classroom, I will have the text but I will always record myself 382 00:23:36,105 --> 00:23:40,441 reading the text to give that to folks as well cuz whether or not someone 383 00:23:40,441 --> 00:23:45,236 is struggling to read, maybe someone comprehends more through listening. 384 00:23:45,236 --> 00:23:48,207 And so I always want to provide multiple means for 385 00:23:48,207 --> 00:23:51,720 students to interact with the information. 386 00:23:51,720 --> 00:23:56,076 Oral assessments as well, visual illustrations and directions are super key 387 00:23:56,076 --> 00:24:00,630 for lots of different learners especially for folks who either struggle to read or 388 00:24:00,630 --> 00:24:03,810 who are acquiring English as a second language. 389 00:24:03,810 --> 00:24:07,393 Those visual supports could be really key to them being able to access 390 00:24:07,393 --> 00:24:11,240 the instruction or access the whatever information is being presented. 391 00:24:12,510 --> 00:24:17,339 Also needing more teachers who know about the science of reading which I'll go 392 00:24:17,339 --> 00:24:19,200 into that a little bit. 393 00:24:19,200 --> 00:24:22,125 But if you are interested, definitely look at 394 00:24:22,125 --> 00:24:27,000 the International Dyslexia Association of Oregon, and they're gonna have 395 00:24:27,000 --> 00:24:32,030 a lot of information about what good reading instruction looks like. 396 00:24:32,030 --> 00:24:35,780 And then also speech to text and text to speech. 397 00:24:35,780 --> 00:24:40,294 So Rex, do you mind kind of speaking to some of those assistive technologies 398 00:24:40,294 --> 00:24:41,150 a little bit? 399 00:24:41,150 --> 00:24:42,328 >> Not at all. 400 00:24:42,328 --> 00:24:46,198 So first for my personal use since I'm dyslexic and 401 00:24:46,198 --> 00:24:51,845 I also have ADHD, but mostly it's my dyslexia that gets in the way. 402 00:24:51,845 --> 00:24:57,047 I have a reader pen like I have one here right now and what they always do is 403 00:24:57,047 --> 00:25:02,775 they have like a little light on the front of them or at the tip of the pen. 404 00:25:02,775 --> 00:25:05,475 So you can go over a line. 405 00:25:05,475 --> 00:25:08,470 It can't be on screen it has to be on paper. 406 00:25:08,470 --> 00:25:13,470 But if you go over the line slowly, it will essentially copy 407 00:25:13,470 --> 00:25:18,170 what is on that line and then it will put it out on a text and 408 00:25:18,170 --> 00:25:21,770 then well, I think it's designed just for 409 00:25:21,770 --> 00:25:26,910 it to read it out loud to you, but it will just read it to you. 410 00:25:26,910 --> 00:25:30,016 And so then you can listen to it and not only that, but 411 00:25:30,016 --> 00:25:34,886 the best part is that the more lines you highlight, it puts them into sentences and 412 00:25:34,886 --> 00:25:37,620 puts them together to paragraphs. 413 00:25:37,620 --> 00:25:43,014 So at a certain point, you could just highlight everything on the page and 414 00:25:43,014 --> 00:25:47,364 then have the pen read it to you which I find really useful for 415 00:25:47,364 --> 00:25:51,450 me especially with paper and it's been very helpful. 416 00:25:51,450 --> 00:25:56,252 And for online learning, I've used a ton of text to speech. 417 00:25:56,252 --> 00:26:01,434 And because of my dyslexia, I remember whenever I would come up with a sentence, 418 00:26:01,434 --> 00:26:04,939 I would try to make it as short as possible so I wouldn't 419 00:26:04,939 --> 00:26:09,922 have to write as much cuz half the time I wouldn't know how to spell anything. 420 00:26:09,922 --> 00:26:14,895 But with text to speech, it allows me to actually verbally get out what's in 421 00:26:14,895 --> 00:26:20,290 my head and actually put it somewhere like on paper or anything like that. 422 00:26:20,290 --> 00:26:23,695 And Browsealoud I've never heard of that but 423 00:26:23,695 --> 00:26:26,840 my mom has always used audiobooks for me. 424 00:26:26,840 --> 00:26:31,898 So any book from schools that have like assigned me a book to read, my mom will 425 00:26:31,898 --> 00:26:37,580 always ask the teacher like is [INAUDIBLE] on Audible or something like that. 426 00:26:37,580 --> 00:26:41,980 And to normally she'll just buy it on Audible for me for me to listen to. 427 00:26:41,980 --> 00:26:46,443 And I find it very helpful to be able to listen to it cuz with my reading, 428 00:26:46,443 --> 00:26:47,890 I'm not that fluent. 429 00:26:49,050 --> 00:26:53,132 And half the time I just read in my head which is not the best for me, 430 00:26:53,132 --> 00:26:57,900 cuz I realized I make more mistakes reading in my head than reading out loud. 431 00:26:58,910 --> 00:27:05,152 But with Audible, I can listen to it and look at the book at the same time and 432 00:27:05,152 --> 00:27:11,096 understand what's going on cuz kind of habit into processing ways for 433 00:27:11,096 --> 00:27:13,532 me to actually understand. 434 00:27:13,532 --> 00:27:17,972 Visual illustrations can work sometimes. 435 00:27:17,972 --> 00:27:25,640 If you prefer visual illustrations, it will be a lot easier for you. 436 00:27:25,640 --> 00:27:30,721 And if they can put it in a way that you physically can understand for 437 00:27:30,721 --> 00:27:35,622 you, is so much better for you especially dyslexia cuz I've had 438 00:27:35,622 --> 00:27:40,380 teachers who've always just written everything on a board. 439 00:27:41,620 --> 00:27:44,933 And I wouldn't understand a clue on what was going on. 440 00:27:44,933 --> 00:27:49,288 But then they would just kind of come out with something to help explain it to me 441 00:27:49,288 --> 00:27:53,911 better versus just actually writing it on the board and me trying to figure out what 442 00:27:53,911 --> 00:27:57,940 they're trying to say which I thought was really, really nice for me. 443 00:27:59,290 --> 00:28:03,630 We need actions based on scientific reading. 444 00:28:06,870 --> 00:28:09,849 That's about it >> [LAUGH] Perfect, thank you Rex. 445 00:28:09,849 --> 00:28:14,065 So folks that are just some of the things that I'm glad you were able to hear 446 00:28:14,065 --> 00:28:17,812 a straight from Rex, someone who's using a lot of these things. 447 00:28:17,812 --> 00:28:21,064 And how important it is for teachers and community members to just sort of think 448 00:28:21,064 --> 00:28:24,233 about something that I'm gonna talk about in a second, universal design. 449 00:28:24,233 --> 00:28:28,099 Where you're giving folks multiple different ways to engage with 450 00:28:28,099 --> 00:28:32,390 the information with the communication that you're putting out there. 451 00:28:34,530 --> 00:28:36,432 So Universal Design for Learning again, 452 00:28:36,432 --> 00:28:39,170 really it's talked about in these three tiers. 453 00:28:39,170 --> 00:28:43,804 Universal design in general is something that I think came about for 454 00:28:43,804 --> 00:28:49,090 accessibility in different types of buildings or architecture. 455 00:28:49,090 --> 00:28:53,345 But it's also a framework that can be applied to teaching and learning. 456 00:28:53,345 --> 00:28:58,265 So really the the core of it is just to provide multiple means of engagement. 457 00:28:58,265 --> 00:29:02,313 So making sure that you are allowing folks to have individual choice and 458 00:29:02,313 --> 00:29:04,885 some autonomy about how they're engaging. 459 00:29:05,925 --> 00:29:08,802 Optimize the relevance and the value of that information for them, 460 00:29:08,802 --> 00:29:10,820 make it relatable to their life. 461 00:29:10,820 --> 00:29:14,221 And then obviously minimize threats or distractions. 462 00:29:14,221 --> 00:29:17,750 Also provide multiple means of representation. 463 00:29:17,750 --> 00:29:21,030 So offer ways of customizing the display of information. 464 00:29:21,030 --> 00:29:25,480 And I think this can be really helpful for folks when they think about web design. 465 00:29:25,480 --> 00:29:28,818 Thinking about how you're designing your your webpages or 466 00:29:28,818 --> 00:29:32,954 your software in any way but just thinking about how you can customize it so 467 00:29:32,954 --> 00:29:36,914 that there are multiple options for folks to engage with your design. 468 00:29:36,914 --> 00:29:39,380 Offer alternatives for auditory information. 469 00:29:39,380 --> 00:29:42,976 So that's where like on a website, Browsealoud would be one option where 470 00:29:42,976 --> 00:29:47,600 folks can use that to access any of the information that's written in text form. 471 00:29:47,600 --> 00:29:51,320 And then also offer alternatives for visual information. 472 00:29:51,320 --> 00:29:54,750 And lastly provide multiple means of action and expression. 473 00:29:54,750 --> 00:29:58,870 So vary the methods for response and navigation and optimize the access to 474 00:29:58,870 --> 00:30:03,330 tools and assistive technologies just like Rex was talking about a second ago. 475 00:30:05,380 --> 00:30:08,670 So lastly, I'm almost wrapped up here, and we'll pass it off to James. 476 00:30:08,670 --> 00:30:13,769 But so when we talk about reading instruction, and we talk about inclusion, 477 00:30:13,769 --> 00:30:19,504 talk about accessibility and equity in our schools, and in reading, particularly. 478 00:30:19,504 --> 00:30:22,877 There's an approach called the structured literacy approach which, 479 00:30:22,877 --> 00:30:26,531 really that's just sort of an umbrella term for good literacy instruction, 480 00:30:26,531 --> 00:30:29,980 good reading instruction that talks about all those different things. 481 00:30:29,980 --> 00:30:33,647 So understands the progression from going from sound skills, and 482 00:30:33,647 --> 00:30:35,555 then connecting them to letters. 483 00:30:35,555 --> 00:30:39,380 So it's not just reading to your students, or your children more. 484 00:30:39,380 --> 00:30:41,790 It's not just exposing them to more texts. 485 00:30:41,790 --> 00:30:44,107 It's not just making a language rich environment. 486 00:30:44,107 --> 00:30:46,780 Those things are great, and really important as well. 487 00:30:46,780 --> 00:30:51,374 However, if they don't sort of get that instruction about the patterns and 488 00:30:51,374 --> 00:30:55,969 rules, and their attention isn't drawn to connecting sounds to letters, 489 00:30:55,969 --> 00:30:58,930 then it's gonna to be very difficult. 490 00:30:58,930 --> 00:31:02,406 But the nice thing about the structured literacy approach is that 491 00:31:02,406 --> 00:31:06,180 they really are universal, in that they benefit all students. 492 00:31:06,180 --> 00:31:10,140 So it's critical that students with dyslexia receive this type of instruction. 493 00:31:10,140 --> 00:31:12,704 So I'm on an Orton-Gillingham training structure, 494 00:31:12,704 --> 00:31:14,719 which is a structured literacy approach. 495 00:31:14,719 --> 00:31:18,667 So the students that I work with, I'm really breaking it down for them, and 496 00:31:18,667 --> 00:31:23,173 teaching them the patterns and often, in a multi-sensory way, where they're maybe 497 00:31:23,173 --> 00:31:27,513 tapping out the sounds like [SOUND], and then blending it, and things of that sort. 498 00:31:27,513 --> 00:31:31,737 But this is a nice graphic that shows you that although it's critical for 499 00:31:31,737 --> 00:31:36,180 those with dyslexia, it also advantages and benefits all readers as well. 500 00:31:37,380 --> 00:31:39,540 So this is called the Ladder of Reading if you wanna check that out. 501 00:31:40,690 --> 00:31:45,381 So lastly, surprisingly, most teachers are not adequately prepared to teach 502 00:31:45,381 --> 00:31:48,500 reading to all learners, by no fault of their own. 503 00:31:48,500 --> 00:31:52,200 So the reading research has not quite made it into the university level teacher 504 00:31:52,200 --> 00:31:54,730 training programs on a wide enough scale. 505 00:31:54,730 --> 00:31:58,197 So even in local university where I learned about reading, 506 00:31:58,197 --> 00:32:02,929 I really only had one class in my master's program that taught me about reading. 507 00:32:02,929 --> 00:32:06,967 So I had to go off on my own and do lots of supplemental training to be able to 508 00:32:06,967 --> 00:32:09,300 understand the science behind reading. 509 00:32:10,390 --> 00:32:14,378 So just to speak more about why literacy and reading is an equity issue, 510 00:32:14,378 --> 00:32:18,965 is a 2000 study of individuals in the Texas prison system showed that 80%, 511 00:32:18,965 --> 00:32:22,909 approximately 80% were reported to be functionally illiterate. 512 00:32:22,909 --> 00:32:28,113 Meaning they couldn't use their reading and writing skills to thrive in life, 513 00:32:28,113 --> 00:32:33,564 like getting a job, accessing certain information that's written in text form. 514 00:32:33,564 --> 00:32:36,022 So that's an alarming statistic. 515 00:32:36,022 --> 00:32:39,652 Also, 50% of American children aren't meeting their third grade reading 516 00:32:39,652 --> 00:32:40,314 benchmarks. 517 00:32:40,314 --> 00:32:43,830 And that's something that could be addressed, and could be changed if 518 00:32:43,830 --> 00:32:47,766 structured literacy approaches were started out from even pre-K or K onward. 519 00:32:47,766 --> 00:32:50,625 And also, when we talk about race and ethnicity, 520 00:32:50,625 --> 00:32:55,480 70% of students of color in Oregon alone are not reading at grade level. 521 00:32:55,480 --> 00:32:57,430 So this really is an equity issue. 522 00:32:57,430 --> 00:33:00,916 So teachers, families and students should all know about different literacy 523 00:33:00,916 --> 00:33:03,730 milestones, and how they can support their learners at home. 524 00:33:05,700 --> 00:33:09,032 If you'd like to learn more about dyslexia and reading instruction, 525 00:33:09,032 --> 00:33:11,430 here are three local organizations in Oregon. 526 00:33:11,430 --> 00:33:13,564 Again, I'm a part of Decoding Dyslexia, 527 00:33:13,564 --> 00:33:17,184 which is a nonprofit that seeks to raise awareness in the community, and 528 00:33:17,184 --> 00:33:21,650 educate all community members about dyslexia and reading instruction. 529 00:33:21,650 --> 00:33:24,542 We also partner a lot with these other two organizations, 530 00:33:24,542 --> 00:33:27,908 the Oregon branch of the International Dyslexia Association, and 531 00:33:27,908 --> 00:33:31,730 also a wonderful organization called Books, Not Bars, Oregon. 532 00:33:31,730 --> 00:33:36,020 Their mission is to disrupt the school to prison pipeline. 533 00:33:36,020 --> 00:33:40,125 So really focusing on communities of color, and African American communities. 534 00:33:40,125 --> 00:33:43,990 Raising awareness with parents about how to support literacy at home, and 535 00:33:43,990 --> 00:33:46,150 trying to reduce barriers to education. 536 00:33:47,210 --> 00:33:48,250 So thank you so much for that. 537 00:33:48,250 --> 00:33:51,260 I'm gonna pass it off to James. 538 00:33:52,640 --> 00:33:53,876 So James, I'll mute myself. 539 00:33:53,876 --> 00:33:55,300 [SOUND] 540 00:34:03,776 --> 00:34:07,086 >> Hi everyone, can you hear me? 541 00:34:07,086 --> 00:34:13,971 Okay, sorry, I can't see the chat, because I have to zoom in my actual screen. 542 00:34:13,971 --> 00:34:16,460 Awesome, I can see you, you can hear me. 543 00:34:16,460 --> 00:34:21,380 All right, my name is James Moore, and I'm from Indianapolis, 544 00:34:21,380 --> 00:34:27,230 Indiana, home of the Indy 500, and home of the Indiana Hoosiers. 545 00:34:27,230 --> 00:34:32,260 So it's safe to say I'm a sports fanatic, as Dr mentioned earlier. 546 00:34:32,260 --> 00:34:36,293 When I'm not watching sports, typically you can catch me reading, coding, or 547 00:34:36,293 --> 00:34:39,750 researching useful information related to science and computing. 548 00:34:41,160 --> 00:34:45,277 Today I'm gonna share a little bit of information related to learning code, 549 00:34:45,277 --> 00:34:47,670 based off my personal experience. 550 00:34:47,670 --> 00:34:52,057 Ross did a great job of bringing in some scientific information. 551 00:34:52,057 --> 00:34:57,370 My presentation is not gonna bring in very much scientific information. 552 00:34:57,370 --> 00:35:03,840 It's gonna be more of a testimony, similar to Rex's testimony. 553 00:35:03,840 --> 00:35:06,766 Sorry about that. 554 00:35:06,766 --> 00:35:11,646 Growing up basically, sorry, can we get the next slide, please? 555 00:35:15,616 --> 00:35:18,171 So growing up, my parents and 556 00:35:18,171 --> 00:35:24,290 schooling did everything they could to make me a receptive learner. 557 00:35:24,290 --> 00:35:26,478 They made me do tutoring. 558 00:35:26,478 --> 00:35:27,950 They made me stay after school. 559 00:35:27,950 --> 00:35:30,065 My dad bought me math books. 560 00:35:30,065 --> 00:35:35,139 My mom focused on my diction, and all sorts of things. 561 00:35:35,139 --> 00:35:38,318 But sports was just overtaking everything. 562 00:35:38,318 --> 00:35:42,753 So it's what's the easiest way for me to get outside and go play basketball? 563 00:35:42,753 --> 00:35:46,528 It was terrible that I wasn't really big in learning. 564 00:35:46,528 --> 00:35:49,283 But over time, you can see that change. 565 00:35:49,283 --> 00:35:52,611 And I can pinpoint you the things that helped me change. 566 00:35:52,611 --> 00:35:57,544 And that's what I'm gonna be talking about in this presentation, 567 00:35:57,544 --> 00:36:02,476 just gonna be going over basically a little bit about concepts, and 568 00:36:02,476 --> 00:36:06,649 then a little bit about morphology, and also keywords. 569 00:36:06,649 --> 00:36:11,213 And we're gonna figure out how those all intersect to 570 00:36:11,213 --> 00:36:14,060 help me become a better learner. 571 00:36:15,490 --> 00:36:18,007 So as I said, my parents did a great job. 572 00:36:18,007 --> 00:36:22,561 There was nothing that they could do differently to make me become a receptive 573 00:36:22,561 --> 00:36:23,200 learner. 574 00:36:24,680 --> 00:36:27,484 Unlike Rex, I learned differently. 575 00:36:27,484 --> 00:36:32,200 But it wasn't something that I could pinpoint what made me 576 00:36:32,200 --> 00:36:36,820 not interested in school, not interested in learning, 577 00:36:36,820 --> 00:36:40,880 not interested in a lot of things at a younger age. 578 00:36:41,990 --> 00:36:46,572 I couldn't really pinpoint what the exact thing that was keeping me from 579 00:36:46,572 --> 00:36:48,234 becoming a good learner. 580 00:36:48,234 --> 00:36:52,298 So as I got older, I started working in marketing. 581 00:36:52,298 --> 00:36:56,280 I started doing client facing management, where I had to talk to people. 582 00:36:56,280 --> 00:36:58,607 And before that, I wasn't able to talk to people. 583 00:36:58,607 --> 00:37:03,381 I was able to, like Rex said, I was more of a robot. 584 00:37:03,381 --> 00:37:05,009 I could get you your message. 585 00:37:05,009 --> 00:37:09,601 I could say hey, this is the Coca Cola activation site, 586 00:37:09,601 --> 00:37:14,012 we have these three sodas that I would like you to try. 587 00:37:14,012 --> 00:37:16,701 But I didn't really elaborate that much. 588 00:37:16,701 --> 00:37:20,234 Because I basically couldn't. 589 00:37:20,234 --> 00:37:25,388 I couldn't think of words that I couldn't spell previously. 590 00:37:25,388 --> 00:37:31,573 So that limited my vocabulary, and it limited my personal experiences. 591 00:37:31,573 --> 00:37:35,799 All right, so then I went on to become a better learner and then I joined school, 592 00:37:35,799 --> 00:37:39,217 and then I graduated with Science, Technology, and Society. 593 00:37:39,217 --> 00:37:43,378 And then after that, all of that information I learned there helped 594 00:37:43,378 --> 00:37:48,269 me polish my computing skills even more and become a frontend user experience, 595 00:37:48,269 --> 00:37:50,180 or user interface developer. 596 00:37:52,050 --> 00:37:52,890 Next slide, please. 597 00:37:54,090 --> 00:37:56,575 So first I'm gonna kick it off with morphology. 598 00:37:56,575 --> 00:38:00,932 So morphology was huge for me in Science, Technology and 599 00:38:00,932 --> 00:38:05,200 Society for breaking down words that I didn't know. 600 00:38:05,200 --> 00:38:09,370 There was vocab that I had to learn from other countries. 601 00:38:09,370 --> 00:38:12,896 There was vocab that I had to learn dealing with certain 602 00:38:12,896 --> 00:38:17,430 things that had never even crossed my news station, or even my brain. 603 00:38:17,430 --> 00:38:20,310 And now I'm being tested on these things. 604 00:38:20,310 --> 00:38:25,177 So I had to use morphology to break down words quickly, so that I can understand 605 00:38:25,177 --> 00:38:29,400 what the word is actually saying, or what the word actually means. 606 00:38:29,400 --> 00:38:34,460 Cuz before I was able to utilize this morphology 607 00:38:34,460 --> 00:38:39,026 as a tool, I was just looking at the words. 608 00:38:39,026 --> 00:38:41,860 I wasn't adding any meaning to them. 609 00:38:41,860 --> 00:38:43,580 I was just looking at the words. 610 00:38:43,580 --> 00:38:47,160 So you can see how that can become problematic during a test. 611 00:38:47,160 --> 00:38:50,748 Even if you know all the words and the characters in your mind, 612 00:38:50,748 --> 00:38:55,302 when it's time to take that test, it's gonna be a lot harder to take the test, 613 00:38:55,302 --> 00:38:58,893 because you're not gonna have that information organized. 614 00:38:58,893 --> 00:39:01,642 I think Ross kinda touched on that, 615 00:39:01,642 --> 00:39:06,879 possibly extending test times for some people may be very helpful. 616 00:39:06,879 --> 00:39:12,733 I think that would have been helpful in engaging me more as an earlier student, 617 00:39:12,733 --> 00:39:16,203 if I would have had longer time to take my test. 618 00:39:16,203 --> 00:39:18,911 Because essentially, I was just looking for 619 00:39:18,911 --> 00:39:22,768 the fill in the blanks where I could fill in the words that I knew. 620 00:39:22,768 --> 00:39:32,193 I didn't have any understanding of concepts. 621 00:39:32,193 --> 00:39:34,560 I was just looking at words, okay? 622 00:39:37,820 --> 00:39:46,390 So here is just a quick little diagram to show you prefix, root, suffix. 623 00:39:46,390 --> 00:39:53,270 So in science, there's so many words that have a starting prefix, and a root word. 624 00:39:53,270 --> 00:39:56,273 So without you even knowing what the word means, 625 00:39:56,273 --> 00:39:59,210 you can break it down using your own knowledge. 626 00:39:59,210 --> 00:40:04,502 And that's what's cool about morphology, is you're using your own knowledge. 627 00:40:04,502 --> 00:40:08,231 To make words understandable to yourself. 628 00:40:12,070 --> 00:40:15,423 So morphology is about breaking down the words. 629 00:40:15,423 --> 00:40:22,990 Concatenate is creating meaning out of words that you already know. 630 00:40:22,990 --> 00:40:26,250 So here I use an example of the word cat. 631 00:40:26,250 --> 00:40:27,760 Everyone knows fuzzy cats. 632 00:40:27,760 --> 00:40:30,860 Everyone loves like a picture of a kitten. 633 00:40:30,860 --> 00:40:33,140 So we all know what cats are. 634 00:40:33,140 --> 00:40:37,760 So I use the word cat because I feel like that's the most common word that I could 635 00:40:37,760 --> 00:40:39,450 use for this presentation. 636 00:40:39,450 --> 00:40:44,533 So as we can see here, the word cat is spelled out, 637 00:40:44,533 --> 00:40:48,540 but I added meaning to each character. 638 00:40:48,540 --> 00:40:53,460 So, C is computer, A is are, T is technology. 639 00:40:53,460 --> 00:40:58,309 Now that makes that phrase a lot easier to memorize now that I'm 640 00:40:58,309 --> 00:41:01,760 using something that I already know. 641 00:41:01,760 --> 00:41:06,760 So these two things are huge in science technology. 642 00:41:08,670 --> 00:41:16,428 They're huge for any realm of information that you plan on experimenting in but 643 00:41:16,428 --> 00:41:22,704 you don't really know all the words are, all the meanings are. 644 00:41:22,704 --> 00:41:27,080 You can use morphology and you can also use this concatenate to create your own 645 00:41:27,080 --> 00:41:28,703 words to give them meaning. 646 00:41:32,784 --> 00:41:38,615 So here we're gonna use morphology and text structure. 647 00:41:38,615 --> 00:41:44,023 Because, I mean, we know that if we're looking at a recipe, 648 00:41:44,023 --> 00:41:48,080 we know it's a recipe based on its structure. 649 00:41:49,305 --> 00:41:55,139 We also know that the sports stats or sports statistics based on the structure 650 00:41:55,139 --> 00:42:01,062 even though the statistics may vary, we still can look at some information and 651 00:42:01,062 --> 00:42:07,092 tell the difference from sports stats from like anything like school related. 652 00:42:07,092 --> 00:42:10,796 Like grades, you wouldn't mistake sports stats for 653 00:42:10,796 --> 00:42:13,851 like who got the best presentation grades. 654 00:42:13,851 --> 00:42:17,180 And then coupons as well coupons. 655 00:42:17,180 --> 00:42:20,760 We look at a coupon we know it's a coupon, like we don't have to guess. 656 00:42:20,760 --> 00:42:27,020 So like these tools are very, very useful in breaking down information. 657 00:42:27,020 --> 00:42:31,444 I know this information is much more simplified like in layman terms, just 658 00:42:31,444 --> 00:42:36,286 because I wanna be able to get the message across instead of bringing big words in or 659 00:42:36,286 --> 00:42:39,818 bringing big crosses in and then trying to break them down. 660 00:42:44,800 --> 00:42:49,263 So the end result of us reading the sports section is you'll be able to jump in 661 00:42:49,263 --> 00:42:53,521 on an easy going friendly conversation about sports, or possibly catch 662 00:42:53,521 --> 00:42:58,890 up on a popular sports rivalry outside of your region that's not aired on your TV. 663 00:42:58,890 --> 00:43:02,960 So that is our end goal of reading sports section. 664 00:43:02,960 --> 00:43:07,202 The coupon section will allow us to save some extra money so 665 00:43:07,202 --> 00:43:11,532 that we can buy tools to help better our skills in coding, or 666 00:43:11,532 --> 00:43:17,110 cooking, or whatever it is that we enjoy doing in our free time. 667 00:43:17,110 --> 00:43:20,326 Each of those sections are from the newspaper but 668 00:43:20,326 --> 00:43:23,430 they both have two different purposes. 669 00:43:23,430 --> 00:43:25,080 So it's similar with coding. 670 00:43:25,080 --> 00:43:30,691 So if I'm looking at an mp3 player in a shopping cart in hard code, 671 00:43:30,691 --> 00:43:37,350 then I'm gonna know based on a few things that hey, this is an mp3 player. 672 00:43:37,350 --> 00:43:41,670 And this is a shopping cart, just based on a few things. 673 00:43:41,670 --> 00:43:45,715 And that's what this next slide is gonna kinda touch on a little bit better. 674 00:43:49,290 --> 00:43:52,120 So, I'm sorry, the following slide, will touch on that. 675 00:43:52,120 --> 00:43:53,400 So we're gonna go back to that. 676 00:43:53,400 --> 00:43:55,960 So, to go back one. 677 00:43:58,273 --> 00:44:01,805 Okay so initially when I began coding, like I said, 678 00:44:01,805 --> 00:44:04,935 I was not able to pick up concepts to known for, 679 00:44:04,935 --> 00:44:10,460 it was just the way that I thought learn best was not a correct way of learning. 680 00:44:10,460 --> 00:44:14,970 After attending Butler, then I was able to pick up on this concepts much better. 681 00:44:14,970 --> 00:44:21,060 It was truly helpful and everything that I do not just reading, not just writing. 682 00:44:22,490 --> 00:44:26,517 So all those soft skills translate over into coding, 683 00:44:26,517 --> 00:44:31,480 which is great because it makes coding so much more easier. 684 00:44:31,480 --> 00:44:33,025 I think during Ross and 685 00:44:33,025 --> 00:44:38,068 I's initial conversation I told him about like when you're coding, and 686 00:44:38,068 --> 00:44:43,696 he also shared with me that this is just not for coding, it's for writing as well. 687 00:44:43,696 --> 00:44:47,543 So when you've been writing for about three or four hours and 688 00:44:47,543 --> 00:44:52,536 you just see letters on your screen and you just see like the white background. 689 00:44:52,536 --> 00:44:57,755 So you may try to go back and do a little bit of grammar spelling checks, 690 00:44:57,755 --> 00:45:00,244 and you don't see any problems. 691 00:45:00,244 --> 00:45:03,629 So you walk away, and then you go do something else and you come back. 692 00:45:03,629 --> 00:45:07,285 And when you come back, you look at your paper and you're like, my God, 693 00:45:07,285 --> 00:45:08,172 did I write this? 694 00:45:08,172 --> 00:45:16,600 So that's basically what the concepts in morphology and all that. 695 00:45:16,600 --> 00:45:20,144 They help you just keep everything organized, 696 00:45:20,144 --> 00:45:23,689 so that you can better learn and better serve and 697 00:45:23,689 --> 00:45:28,576 all those good things that help out everyone else around you. 698 00:45:28,576 --> 00:45:33,410 And create a better environment for people around you. 699 00:45:35,390 --> 00:45:44,170 So, all right, here's the part that I was talking about right before the overview. 700 00:45:44,170 --> 00:45:49,520 So each section of code has this unique structure formed by keywords. 701 00:45:49,520 --> 00:45:53,830 So if you look over here to the right, it says HTML. 702 00:45:53,830 --> 00:45:58,440 This is a very small section of HTML code. 703 00:45:58,440 --> 00:46:00,104 Basically, it's HTML. 704 00:46:00,104 --> 00:46:02,870 And then we have your title, and then your body. 705 00:46:02,870 --> 00:46:05,250 So the HTML is open tag. 706 00:46:05,250 --> 00:46:08,992 And then we see the close tag at the bottom, the title right there is a tag and 707 00:46:08,992 --> 00:46:11,725 then we see the close title tag, and then we see body and 708 00:46:11,725 --> 00:46:13,640 then we see the body close tag. 709 00:46:13,640 --> 00:46:22,690 So those are all, Those are all important keywords in your HTML tools. 710 00:46:22,690 --> 00:46:24,603 So, with that being said, 711 00:46:24,603 --> 00:46:30,010 those properties define how the tags will be included into your properties or 712 00:46:30,010 --> 00:46:34,501 how they will be displayed to the person checking out your site, 713 00:46:34,501 --> 00:46:39,265 or your application, or your project, or whatever it is you have. 714 00:46:39,265 --> 00:46:44,155 After practicing and creating projects outside of what's required it's 715 00:46:44,155 --> 00:46:48,950 inevitable that a coder will visibly see the block of code as a tool. 716 00:46:48,950 --> 00:46:53,339 Not just a chunk of characters, because they're gonna see that like I said, 717 00:46:53,339 --> 00:46:55,376 those key words, those concepts. 718 00:46:55,376 --> 00:47:00,495 And then they'll be able to see the bigger picture of what's actually going on, 719 00:47:00,495 --> 00:47:03,960 versus like before concept morphology and key words, 720 00:47:03,960 --> 00:47:06,010 it was always just words for me. 721 00:47:06,010 --> 00:47:08,580 And that's really, really hard to decipher. 722 00:47:08,580 --> 00:47:13,404 And it's really hard to be efficient to help others out if 723 00:47:13,404 --> 00:47:18,129 you're spending like an extra hour trying to figure out 724 00:47:18,129 --> 00:47:23,370 exactly what one word means or how it fits to this concept. 725 00:47:23,370 --> 00:47:26,466 So that's why I just say like, all in all, 726 00:47:26,466 --> 00:47:31,638 this presentation just breaks down how you can write down words first. 727 00:47:31,638 --> 00:47:35,060 You can create your own words that have meaning. 728 00:47:35,060 --> 00:47:41,379 And then also you can utilize key words as much as possible. 729 00:47:45,123 --> 00:47:50,983 So going back to the key words, if we look at this chunk of 730 00:47:50,983 --> 00:47:57,680 information right here characters is a recipe on your left. 731 00:47:57,680 --> 00:48:01,740 Because marinate, stir, big, stew, simmer, sear, 732 00:48:01,740 --> 00:48:06,154 those are words that pertain to cooking to my understanding. 733 00:48:06,154 --> 00:48:12,208 So, similar to the recipe, we can recognize the keywords on the right side, 734 00:48:12,208 --> 00:48:15,840 and we can see, methods, strings, arrays, 735 00:48:15,840 --> 00:48:20,470 interpolation, for loops, while loops, CRUD. 736 00:48:20,470 --> 00:48:23,360 All of those are CSS keywords. 737 00:48:23,360 --> 00:48:28,610 So, they're not the same as HTML keywords. 738 00:48:28,610 --> 00:48:32,628 You notice, HTML, we had HTML, body, title, 739 00:48:32,628 --> 00:48:37,822 like we will still have that stuff in CSS, but just like I said, 740 00:48:37,822 --> 00:48:43,960 it's a clear difference between those two programming languages. 741 00:48:43,960 --> 00:48:49,789 And that's something that you're able to pick up by using concepts morphology and 742 00:48:49,789 --> 00:48:50,850 key words. 743 00:48:50,850 --> 00:48:54,596 If I were to just read this and then and just utilize the words, 744 00:48:54,596 --> 00:48:57,424 then it would be very, very hard to decipher. 745 00:48:59,817 --> 00:49:00,722 And thank you all. 746 00:49:00,722 --> 00:49:03,817 Thank you all for listening to us and, [LAUGH] and Ross, thank you for 747 00:49:03,817 --> 00:49:05,730 putting together a great presentation. 748 00:49:07,080 --> 00:49:07,910 >> Thank you James. 749 00:49:07,910 --> 00:49:10,840 Thanks everybody for hanging around. 750 00:49:10,840 --> 00:49:14,316 I'm not sure if Kayleen or Liz are available. 751 00:49:14,316 --> 00:49:17,984 But there were a couple questions, and I just wanna make sure if folks 752 00:49:17,984 --> 00:49:22,236 are still around, I'd be happy to try to answer those or James or Rex or myself. 753 00:49:26,556 --> 00:49:27,691 Thank you, Olga. 754 00:49:27,691 --> 00:49:29,600 >> Thank you [LAUGH]. 755 00:49:29,600 --> 00:49:32,850 >> So real quick, just in case folks are still around. 756 00:49:32,850 --> 00:49:35,940 James, there was a question that came through. 757 00:49:35,940 --> 00:49:40,350 That was how did you fight imposter syndrome as you were learning? 758 00:49:42,710 --> 00:49:47,560 >> Well, imposter syndrome came quite naturally with me with 759 00:49:47,560 --> 00:49:49,501 marketing like I said. 760 00:49:49,501 --> 00:49:56,660 I mentioned if I had a Coca Cola, then I would have to market that to people. 761 00:49:56,660 --> 00:50:02,540 So with my marketing understanding, it's kind of bad, 762 00:50:02,540 --> 00:50:08,500 but you just kind of see like how things actually are. 763 00:50:08,500 --> 00:50:15,460 So, that gave me the ability to be able to fight the imposter syndrome because 764 00:50:15,460 --> 00:50:22,700 I know that like the greater good is gonna come out of me putting in hard work. 765 00:50:22,700 --> 00:50:26,465 First is, me just kinda putting on that face. 766 00:50:31,678 --> 00:50:32,630 >> All right, thanks James. 767 00:50:32,630 --> 00:50:34,320 And then, there was one question too. 768 00:50:35,390 --> 00:50:37,700 Again, I apologize, I know we're over a little bit here. 769 00:50:39,180 --> 00:50:43,200 Does dyscalculia fall under the umbrella of dyslexia or is it separate? 770 00:50:43,200 --> 00:50:47,010 So dyscalculia is definitely a separate sort of there. 771 00:50:47,010 --> 00:50:50,690 There may be students with dyslexia who also have dyscalculia. 772 00:50:50,690 --> 00:50:54,993 And some of the teaching techniques, such as like using multi-sensory so 773 00:50:54,993 --> 00:50:59,226 trying to bring in music, trying to bring in movement, trying to get that 774 00:50:59,226 --> 00:51:04,420 information into the motor memory, which is one of our strongest memories. 775 00:51:04,420 --> 00:51:09,320 That's gonna be really beneficial for someone who has dyslexia and dyscalculia, 776 00:51:09,320 --> 00:51:13,290 or someone who has just a dyscalculia, or just dyslexia. 777 00:51:13,290 --> 00:51:18,980 So in a sense they're related loosely, but they definitely are separate. 778 00:51:18,980 --> 00:51:22,886 So dyscalculia going to be dealing with numbers, and sort of there's some 779 00:51:22,886 --> 00:51:27,250 different pathways but that information is going to need to travel as well. 780 00:51:27,250 --> 00:51:30,980 Whereas with dyslexia, it's about that spoken language and 781 00:51:30,980 --> 00:51:35,570 then a different pathway, that the information when you're reading has to 782 00:51:35,570 --> 00:51:39,820 travel to get to, for you to retain and understand that information. 783 00:51:42,840 --> 00:51:44,430 And Rex, is there anything else you wanna add? 784 00:51:44,430 --> 00:51:46,510 Thanks so much for being here, man. 785 00:51:46,510 --> 00:51:47,355 >> Yeah, Thanks, Rex. 786 00:51:47,355 --> 00:51:51,020 >> [LAUGH] >> No, 787 00:51:51,020 --> 00:51:53,910 I don't see anything that I need to add. 788 00:51:54,995 --> 00:51:59,420 But I did actually, I did see a question. 789 00:51:59,420 --> 00:52:02,884 Well, I think it was for teachers. 790 00:52:02,884 --> 00:52:04,722 Where does it say that? 791 00:52:04,722 --> 00:52:07,315 >> The one about future design? 792 00:52:07,315 --> 00:52:07,815 >> Yeah. 793 00:52:10,416 --> 00:52:15,840 So how can future design in tech help people with dyslexia? 794 00:52:17,010 --> 00:52:19,640 >> Sorry, is that Jeez, that is a bright glare. 795 00:52:19,640 --> 00:52:20,830 Give me a sec. 796 00:52:20,830 --> 00:52:22,760 I'm gonna go close my blind. 797 00:52:24,000 --> 00:52:26,712 >> Well, Rex I actually think I think we're gonna have to sign off 798 00:52:26,712 --> 00:52:29,790 because I think folks gonna move on to other presentations. 799 00:52:29,790 --> 00:52:33,782 Thank you all so much for your time and thank you, Dr. 800 00:52:33,782 --> 00:52:37,609 Zaku and Elizabeth Domingos as well for having us. 801 00:52:37,609 --> 00:52:41,841 James, thanks for being here, Rex, thanks for being here too. 802 00:52:41,841 --> 00:52:43,367 >> Thanks for having me. 803 00:52:43,367 --> 00:52:44,350 >> Bye, everybody.