T-19 Dyslexia 101: What Parents Need to Know IDA

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T-19Dyslexia 101 What Parents Need to KnowIDA
Denver, CONovember 10, 2005

• Neuhaus Education Center
• 4433 Bissonnet
• Bellaire, TX 77401-3233
• 713 664 7676
• www.neuhaus.org

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What is reading?

• Reading is a process in which the reader
  translates symbols on a page into words and then
  attaches meaning to those words.
• The reader reads to gain information.

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1. Instant Word Recognition 1. Oral Language
2. Sound/symbol 2. World knowledge
3. Structural analysis 3. Visualize
4. Context 4. Inner Dialogue

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Current Research

• Brain research sponsored by
• National Institute of Child Health and Human
  Development (NICHD).
• International Dyslexia Association (IDA).
• And Others
• National Reading Panel
• commissioned by US Congress 1997 and reported in
  2000.

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cat
Brocas area Wernickes Angular
Occipital area gyrus cortex
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Stage 0

• Pre-reading stage
• Ages 6 months to 6 years
• Solid foundation for reading is built

Challs Stages of Reading Development
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Stage 1

• Learning the code
• Beginning of first grade through beginning of
  second grade

Challs Stages of Reading Development
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Stage 2

• Confirmation and fluency
• Second and third grade
• Vital for developing fluency

Challs Stages of Reading Development
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Stage 3

• Table turn
• Reading to learn
• Fourth grade through eighth grade

Challs Stages of Reading Development
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Stage 4

• Reading from multiple viewpoints
• Ninth grade through twelfth grade

Challs Stages of Reading Development
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Stage 5

• Construction and reconstruction
• College and beyond

Challs Stages of Reading Development
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National Reading Panel ReportSix principles to
guide reading instruction

1. Begin teaching phonemic awareness directly in
   kindergarten.
2. Teach each letter-phoneme relationship
   explicitly. (decoding)
3. Teach frequent, highly regular letter-sound
   relationships systematically. (decoding)

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NRP report (cont.)

• 4. Show children exactly how to sound words out.
• (decoding)
• Give children connected, decodable text to
  practice the letter-phoneme relationships.
  (fluency)
• Use interesting stories to develop language
  comprehension. ( vocabulary)

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Effective reading instruction includes direct
instruction in

• Phonemic awareness
• Decoding
• Fluency
• Vocabulary
• Comprehension
• source
• NRP report-2000

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Response to Intervention/RTIK-2

• Tier 1 Core Reading Programs
• in the regular classroom
• Tier 2 Intervention Programs
• in small groups for a short time
• Tier 3 Remedial Programs
• more intensive reading remediation
• (dyslexia programs)

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Dyslexia Definition and Practice

• What is dyslexia?
• What strategies are effective in teaching
  students to read and spell?
• What laws relate to dyslexia?

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Is dyslexia a new term?

• The term dyslexia has been used since 1887. The
  term was first used by Dr. Berlin, a German
  ophthalmologist.

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Samuel T. OrtonPsychiatrist and Neurologist

• Father of Dyslexia (strephosymbolia)
• 1919 University of Iowa
• 1926 Presented interpretation of Developmental
  Reading Disability to The American Neurological
  Association.

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Dr. Orton

• Identified the syndrome of specific language
  disability.
• Separated disabled readers from students with
  mental retardation, brain damage, and primary
  emotional disturbances.
• Proposed a system for diagnosis.
• Outlined principles of remediation for disabled
  readers.

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Anna Gillingham

• Psychologist and Teacher
• Analyzed and organized the English language for
  the teaching procedures that Dr. Orton devised
  (1930s)
• Trained teachers to use this system.

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• Dispelling old ideas

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• Do dyslexics see things backwards?

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• When students were asked to copy designs and
  Hebrew alphabet letters, the dyslexics did as
  well as the non-dyslexics.
• Vellutino, 1986

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• b d
• p q

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• Do dyslexic students make more reversal errors
  than other students?

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• Researchers have found that while dyslexic
  students make more errors than proficient
  readers, the percentage of reversal errors is not
  significantly different for the two groups.

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• How is a dyslexic reader different from a skilled
  reader?

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• Dyslexic readers do not pick up the
• patterns of a language.
• Phonological level
• Orthographic level

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On a phonological level, they have difficulty
with. . .

• rhyming
• hearing the number of words in a sentence
• hearing syllables in a word
• Hearing individual sounds in a word

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• Deficits in phonological
• awareness reflect the core deficits
• in dyslexic readers.
• Source
• N.I.C.H.D.

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• The best predictor of reading
• ability/disability from kindergarten and
• first grade test performance is phoneme
• segmentation ability.
• Source
• N.I.C.H.D.

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Matthew EffectKeith Stanovich

• The rich get richer. . . Fluency
• vocabulary
• word knowledge
• syntax
• text structure
• Read more comprehension
• learning through
• Enjoys reading gain fluency reading
• SELF-ESTEEM
• Learns Sound/Symbol learns to read
• Phonemic awareness

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• . . . and the poor get poorer
• No phonemic awareness
• No facility with sound/symbol dont learn to
  read well
• Dont learn to read dont gain fluency
• Dont enjoy reading
• Dont read

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On an orthographic level, dyslexics have
difficulty. . .

• grouping common letter groups such as tch, igh,
  str
• knowing how to pronounce the vowels
• dividing words into syllables

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How is a dyslexic different from a skilled reader?

• For example. . .
• bome mave
• gtsi ynrh

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Can you read these words?

• trypsinogen
• anfractuosity
• prolegomenous
• interfascicular

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• The ability to read and
• Comprehend depends
• upon rapid and automatic
• recognition and decoding
• of single words.
• Source
• N.I.C.H.D

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Another core deficit. . .

• In addition to a weakness in phonological
  awareness, there is also a weakness in the
  ability to name in rapid succession.

Source N.I.C.H.D
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• Dyslexia is a specific language-based disorder. .
  . characterized by difficulties with single word
• decoding.
• Source
• N.I.C.H.D

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• Slow and inaccurate decoding
• are the best predictors of
• difficulties in
• reading comprehension.

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Reading Comprehension isinfluenced by

• Decoding skills
• Reading fluency (rate and accuracy)
• Language/listening comprehension
• World knowledge / oral language
• Visualizing
• Inner dialogue
• Attention

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Language Learning Disabilities

• Involves all aspects of language including the
  sounds and meanings of words.
• Reading difficulty is at the level of both
  decoding and comprehension.
• Language difficulties of all sorts are prominent.
• Language difficulties may influence intelligence
  scores.
• Present from birth.
• Overcoming Dyslexia
• Sally Shaywitz

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Developmental Dyslexia

• Phonological weakness is primary.
• Other components of the language system are
  intact.
• Reading impairment is at the level of decoding
  the single word both accurately and fluently.
• Intelligence scores are not affected and may be
  in the superior of gifted range.
• Present from birth
• Overcoming Dyslexia
• Sally Shaywitz

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Effective Reading Intervention

• Includes direct instruction in
• Phonemic awareness
• Letter recognition
• Decoding
• Fluency
• Comprehension
• In a multi-sensory, structured, sequential,
  intensive reading intervention curriculum
• (such as Orton-Gillingham-based curricula)
• NICHD IDA fact sheet

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What does it mean to be an ORTON-GILLINGHAM
reading curriculum?

• Structured, sequential, cumulative curriculum
  which includes intensive instruction in
• Phonology
• Sound/symbol association
• Syllable instruction
• Morphology
• Syntax
• Semantics
• Using multi-sensory and discover strategies
• IDA fact sheet

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• Is dyslexia more common among boys than girls?

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Recent research shows that as many girls are
affected as boys.
Source NICHD
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• Wont most students outgrow dyslexia?

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• Longitudinal studies show that of the
• children who were reading disabled in grade
• three, (and received no reading remediation). .
  .74
• remained disabled in grade nine.
• Source
• NICHD

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• Are there many dyslexic students?

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Students Identified with Dyslexia
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Can dyslexia be inherited?

• Yes, dyslexia can be inherited.

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Are students with Attention Deficit Disorder
(ADHD) also dyslexic?

• Recent research found about 50 of identified
  ADHD students met the criteria for dyslexia.
  ADHD and dyslexia may be present in the same
  child, but they are separate factors. ADHD does
  not affect acquisition of word-level decoding
  skills.
• Source
• NICHD

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Dyslexia Characteristics are

• What is it?
• Difficulty reading single words
• Difficulty decoding nonsense words
• Lack of reading fluency
• Difficulty with spelling
• Texas Dyslexia Law p.3

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Eight Domains to Assess

• How to detect it?
• Reading single words in isolation
• Word decoding (real and non-words)
• Phonological awareness
• Letter knowledge (name sound)
• Rapid naming
• Fluency / rate and accuracy
• Reading Comprehension and/or
• Spelling
• Texas Dyslexia Law p.6

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Strategies for Effective Instruction for Students
with Dyslexia

• Instructional Strategies
• Explicit
• Direct
• Systematic
• Sequential
• Cumulative
• Individualized
• Intensive
• Meaning Based
• Multi-sensory
• Texas State Law p.10

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Important Intervention Findings

• Type of direct instruction and alphabetic program
  is less important than intensity, duration, and
  explicitness, so long as the program is
  structured and provides opportunities to read and
  write.
• Florida State University

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May be associated with dyslexia. . .

• difficulty with phonological awareness
• difficulty learning the names of letters
• difficulty learning the sounds of letters
• difficulty reading single words in isolation
• difficulty decoding nonsense words
• inaccurate and labored oral reading
• lack of reading fluency
• difficulty in word finding and rapid naming
• difficulty with reading comprehension
• difficulty learning to spell
• difficulty with written composition
• Family history of similar problems
• Texas Education Code 38.003

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Dyslexia

• The differences are personal
• The diagnosis is clinical
• The treatment is educational
• The understanding is scientific
• The Many Faces of Dyslexia
• by Margaret Rawson

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What is the prognosis?

• Severity
• Age of intervention
• Support of parents and educators
• Innate intelligence
• Perseverance
• Dr. Tom Zion (retired)
• Meyers Center
• Texas Childrens Hospital

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Can dyslexic individuals be successful in life?

• Island of Competence
• It is important to help the child identify areas
  of strengths and develop some expertise, these
  are. . . . . .islands of competence.
• Resilience comes from a mindset associated with
  optimism, hope, satisfying interpersonal
  relationships, and effective coping strategies.
  Dr. Robert Brooks, Ph.D. Psychologist Raising
  Resilient Children, w/ Sam Goldstein, Ph.D.
  www.drrobertbrooks.com

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• The Dyslexia Handbook
• Procedures Concerning
• Dyslexia and Related
• Disorders
• by the Texas Education Agency
• www.ednet10.net/dyslexia.pdf

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What is a parent to do?

• Educate yourself about reading and dyslexia.
• Share what you learn with your childs teachers.
• Ask questions. . .
• Learn about the reading programs in your childs
  school.
• Ask which curricula are being used
• Ask how when progress is monitored
• Be proactive and involved in your childs
  education inside and outside the school
• Network with other parents.

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A few of many reliable web sites

• International Dyslexia Association
  www.interdys.org
• Learning Disabilities Association
  www.ldonline.com
• Neuhaus Education Center www.neuhaus.org
• Schwab Parent Resource Center www.schwable
  arning.org
• Wrights Law www.wrightslaw.com

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Contact us

• Neuhaus Education Center
• 4433 Bissonnet
• Bellaire, TX 77401
• 713-664-7676
• www.neuhaus.org