Children in my district are not identified as dyslexic until at least
2nd or 3rd grade. In K many of the children mix up letters, write
letters backwards, etc. We call that "kindergarten brain" and it
isn't until later that we would even realize that there is a real
At my school, which is a title 1 school, we don't get to cvc words
until April for most of the kids. I have a Lakeshore product that
has 3 cubes on a stick and they twist the cubes to make cvc
words. There is no way for them to self check and know that they
made an actual word. I try to have them write the words that they
made and it works OK with the higher kids and the others just
write the letters because they don't have the skills to figure out if
it's a real word or not.
I am not sure if these are the kinds of comments you want but you
didn't give us a whole lot to go on.
On 12/28/15, jojo wrote:
> On 12/28/15, Cherrie wrote:
>> On 12/28/15, Ms. Anna wrote:
>>> On 12/28/15, Cherrie wrote:
>>>> I am currently doing a project on creating a product to
>>>> aid the learning of dyslexic children. My product is a
>>>> Rubik's cube with letters on it, so instead of matching
>>>> the colors, the children will match the letters into
>>>> 3 letter words. A part of my project is to get comments
>>>> from kindergarten teachers on my product, and I would
>>>> really appreciate it if you could take a bit of time to
>>>> give a few lines of feedback on my product. Thank you
>>>> very much.
>>> Sorry, no attachment included
>> What attachment is needed? Thank you.
> How can anyone give you feedback on a product idea (because
> isn't a product) that is just a sentence long?