Helpful phrases to use during mediation:

2.  
3. How else can you do that?
4. How would you feel if....?
5. Tell me how you did that.
6. What do you think the problem is?
7. Does it apply here as well?
8. Why is this one better than that one?
9. How is.....similar/different to/from.....?
10. Explain/unpack your thinking.
11. Unpack your strategy.
12. Stop and look carefully at what you're doing.
13. Is this a better solution? Explain.
14. When have you done something like this before?
15. Can you think of a plan so you don't miss anything?
16. How do you know that is the correct answer?
17. Can you think of another way to do this?

Some interesting quotes:

Manuscript versus Cusive

"...it is much easier to distinguish and remember the differences between the cursive b and d than their manuscript counterparts.  And yet another difference between cursive and manuscript is is that the latter is less efficient - more demanding on fine-motor processes and more time consuming.  Cursive calls for a continuous, rhythmic act; manuscript is a series of starts and stops". 

Rosner J. (1993). Helping Children Overcome Learning Difficulties. Walker and Company, New York (pg 80)

On improving penmanship:

"...initiate daily sessions to improve penmanship, using a chalkboard and a large stick of chalk.......Engage the child in "rhythmic writing" activities; have him draw repetitive patterns across the chalkboard in a fluent, rhythmic fashion.  It is not necessary that the patterns be letters.  Stress the importance of smooth, fluid performance".

Rosner J.(1993).Helping Children Overcome Learning Difficulties.Walker and Company,New York (pg 137)

From: Overcoming Dyslexia  by Sally Shaywitz

"In developmental dyslexia the phonologic weakness is primary, other components of the language system are intact, and the reading impairement is at the level of decoding the single word, initially accurately and later fluently.  Intelligence is not affected and may be in the superior or gifted range.  This disorder is present from birth and not acquired.  In language-learning disability the primary deficit involves all aspects of language, including both the sounds and the meanings of words.  The reading difficulty is at the level of both decoding and comprehension, and language difficulties of all sorts are prominent.  Measures of verbal intelligence are significantly affected by language deficits, and intelligence may be in the subaverage range.  People are born with this disorder." (pg 140)

Shaywitz, S.(2003). Overcoming Dyslexia. A New and Complete Science-Based Program for Reading Problems at Any Level. Alfred A. Knopf, New York.

Written by Bridget Wren Last Updated on Monday, 02 August 2010 15:08