Author Archives: Dr. Kelli Sandman-Hurley

Structured Word Inquiry and OG

Do Structured Word Inquiry and Orton-Gillingham Go Together

Have you heard the buzz about Structured Word Inquiry (SWI)? Are you curious how Structured Word Inquiry answers the call for Structured Literacy for our students with dyslexia? No one can explain it better than Gina Cooke does in the following article, Is This OG?, from Linguist-Educator Exchange. But you must read it, and I mean read it carefully, with an open mind and an understanding that we do the best we can with the information we have at the time. So, what will you do with the new information you are about to acquire?

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Dyslexia Goals are Needy

Dyslexia Goals are Needy by Dr. Kelli Sandman-Hurley


The goals of an IEP document can be tedious and even boring to pore over. Sometimes they are just glossed over, or even worse, totally ignored and just shared as an after thought during the IEP meeting. But goals are the window into what the IEP team understands about the identified and individual needs of your student. They highlight what the goal writer, who is often the person providing the instruction, knows about the reading and spelling process. The goals are what your student is going to learn over the course of an entire year, they deserve your attention. And just like services, goals have needs too.

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Phonesthemes by Dr Kelli Sandman Hurley from Dyslexia Training Institute

Do you snarl when you say snivel, snout, snoot, snub, snot, snob or snotty? Do you feel a certain sensation or emotion when you say sneer, sneeze, snoop? Maybe you curl your lip or say them with your teeth close together. Did you notice that words that have meaning related to the mouth or nose can start with the same two letters like the <sn> in snore.  These letter strings that coincide with feelings and sounds are called phonesthemes which is derived from Greek φωνή phone, “sound”, and αἴσθημα aisthema, “perception” from αίσθάνομαι aisthanomai, “I perceive”.

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Dyslexia: The Language of Progress

Dyslexia - The Language of Progress by Dr. Kelli Sandman-Hurley

Standard scores, fluency charts, grade equivalents, percentiles and checklists, this is what most people think of when they think of measuring progress. But how many times have you been reading these ‘progress reports’ and thought, “I know he is doing better, I see it every day. Why is it not showing up in the scores?” Part of the problem is the assessments and part of the problem is the way we are assessing progress in students who are learning the structure of the English language. We are assessing them with standardized and informal assessments and asking them questions, when we should be listening to the questions they are asking us.

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