The ABC

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The ABCs of Dyslexia ELL
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(No Transcript)
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Texas Definition of Dyslexia

• Deficit in Phonological Processing
• Phonological awareness
• Rapid naming
• Phonological Memory
• Low performance in the area of Reading
• Reading real words in isolation
• Decoding nonsense words
• Reading fluency (both rate accuracy)
• Written spelling (cant be isolated)
• Low performance and deficits should be Unexpected

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What do you know about dyslexia?
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Dyslexia is a relatively new term (within the
last twenty years.)
False
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Dyslexics see things backwards.

• False

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Can you read?

• trypsinogen
• anfractuosity
• prolegomenous
• Interfascicular
• The ability to read and comprehend depends upon
  rapid and automatic recognition and decoding of
  single words.

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• Dyslexia is a specific language based
  disorder..characterized by difficulties with
  single word decoding in any language.

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Continuum of Orthographic Systems
More Opaque
More Transparent
English French Danish Portuguese
Turkish Finnish Italian Greek Spanish
Reading difficulties are more common in countries
where the orthography is complex, that is, where
the writing system is more opaque.
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• The reading markers of decoding and word
  recognition receive less power in recognizing
  dyslexia in Spanish, while phonological
  processing, reading speed, and rapid automatized
  naming continue to serve as guideposts in
  distinguishing the characteristics of dyslexia.

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Four times as many boys as girls are dyslexic.

• False

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Parents dont need to worry because most people
outgrow dyslexia.

• False

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Matthew Effect- Keith Stanovich

• 
  
  fluency
• 
  
  vocabulary
• 
  read more
  word knowledge
• 
  
  syntax
• 
  enjoy reading
  text structure
• 
  
  comprehension
• sound/symbol
  gain fluency
  learning through
• 
  
  reading
• Phonological awareness
  Self
  Esteem
• No Phonological awareness
• no
  sound/symbol fluency
• 
  dont learn to read
• 
  Dont enjoy reading
• 
  
  Dont read

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Fortunately, there are not many dyslexic students.

• False

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We dont know if dyslexia can be inherited.

• False

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Almost all children with Attention Deficit
Hyperactivity Disorder are dyslexic.

• False

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Deficits in phonological awareness reflect the
core deficit in dyslexia.
source NICHD
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• Deficits in Phonological Awareness
• Delayed or Impaired Phoneme/Grapheme Connection
• Slower than Typical Reading Speed
• Lower Reading Comprehension

lead to
leads to
leads to
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• The best predictor of reading
  ability/disability from kindergarten and first
  grade test performance is phoneme segmentation
  ability.

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On an auditory level, dyslexics have difficulties
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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The brain of a person with dyslexia activates in
different areas.

• The brain of a normal reader (or non-dyslexic)
  activates at the back during reading.
• The brain of a dyslexic reader activates
  primarily in the front.

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Symptoms

• Grades K-2
• Trouble segmenting and blending sounds
• Poor letter sound recall
• Poor application of phonics
• Inconsistent memory for words lists
• Mispronouncing words
• Inability to spell phonetically

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Symptoms

• Grades 3 and 4
• Phonic decoding is a struggle
• Inconsistent word recognition
• Poor spelling
• Over-reliance on context and guessing
• Trouble learning new words (spoken)
• Confusion about other symbols

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Symptoms

• Grades 5 6
• Poor spelling, poor punctuation
• Organization of writing is difficult
• Decodes laboriously, skips unknown words
• Avoids reading, vocabulary declines

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Symptoms

• Grades 7 8
• Slow reading, loses the meaning
• Persistent phonological weaknesses
• Poor spelling and writing
• Confusions of similar words
• Does better with structured, explicit teaching of
  language

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Symptoms

• Grades 9 12
• Trouble with foreign language study
• Writing and spelling problems persist
• Reading is slow and labored, cant sustain
• Longer writing assignments very difficult
• Can cope when given extra time, study
  strategies, and structured language teaching

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District Processes for Testing

• Start with the RtI committee process.
• Dyslexia teacher must obtain written parental
  permission and send 504 notice prior to testing.
• A dyslexia committee meets to review the
  assessment, look at historical data and determine
  a diagnosis.
• A 504 meeting must be held to determine if the
  student qualifies for the protection of 504 and,
  if so, to develop any needed accommodation plans.

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• The Law.

General Education
504
Dyslexia Law
SPED
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Long Term Instructional Goals of The Dyslexia
Program

• Accuracy in sound and symbol identification
• Accuracy at syllable and whole word levels.
• Speed and automaticity word recognition without
  conscious attention
• Reading passages fluently for meaning and
  enjoyment

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• The Texas dyslexia law specifies the intervention
  must be multi-sensory, explicit, sequential,
  systematic and cumulative.
• Leander has chosen the Basic Language Skills
  Program as the primary program to fulfill this
  requirement in elementary school and Multisensory
  Reading and Spelling on secondary campuses.
• These programs are based on a highly structured
  approach requiring a minimum of 45-50 minutes
  per session.

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What happens in a Lesson?

• Phonics /Decoding sound/symbol awareness)
• Spelling
• Fluency
• Vocabulary
• Comprehension
• Grammar
• Handwriting(Elementary)

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What strategies can be used in the classroom?

• Pre-teach vocabulary, including prefixes,
  suffixes, roots
• Text Books/ novels on tape
• CMC/ Learning Lab
• Copies of class notes
• Pair/share reading
• Use of alliteration, rhyming, word families, and
  syllable division.
• Multi-sensory (visual, auditory, kinethsetic )
  techniques
• Fluency practice

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Things to Avoid

• Lengthy spelling tests
• Word finds and crossword puzzles
• Oral reading except on a voluntary basis
• Independent chapter reading and answering
  questions.
• Remember Students are not held accountable for
  work missed while receiving direct dyslexia
  services.

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Possible 504 Accommodations

• 504 accommodations could include but are not
  limited to
• Extended time for test
• Do not count off for spelling or regain points
  for spelling
• Reduced copying /paper-pencil task
• Shortened written assignments
• Identify dyslexia services as direct or monitored
  services
• Oral administration on major tests including TAKS

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Working together we can help all students reach
their potential and follow their dreams.

• True