1. Demystifying Dyslexia
Helping School Psychologists Increase Collaboration between Parent and School Teams
Monet Templeton, Psy.D.
Christine Wyeth, M.A CASP San Diego 2014
Julia Neff, M.A.

2. Introductions Monet Templeton, Psy.D., LEP, ABSNP Julia Neff, M.A.E.D.
Licensed Educational Psychologist, Templeton Neuro Academic Clinic
Adjunct Professor, Brandman University
President, San Diego County Association of School Psychologists
Julia Neff, M.A.E.D.
Resource Specialist, The Winston School
President, San Diego International Dyslexia Association
Vice President, Education Ignited
© Templeton, Wyeth, Neff, 2014

3. Introductions Christine Wyeth, M.A., LEP Who are you?
Licensed Educational Psychologist, Kids in Harmony
School Psychologist, San Diego Unified School District
President, San Diego International Dyslexia Association
New Mom!
Who are you?
School psychologists? Learning specialists? Administrators?
Public school districts? Private sectors?
Motivations for attending session
© Templeton, Wyeth, Neff, 2014

4. Presenter Objectives
Establish a comfort level with attendees around the term “dyslexia”.
Teach four most common subtypes of dyslexia with neuropsychological foundations and academic implications.
Share the work of IDA, LDA, NCLE, and other literacy-support organizations and their positive impact on literacy education.
Share resource lists of websites and books to be used as future reference for attendees to increase their effectiveness with literacy teams.
Create the understanding that a semantic issue has been created between school staff and private practitioners/parents around term dyslexia, yet due to this difference, remediation has often been approached differently.
© Templeton, Wyeth, Neff, 2014

5. Attendee Skills
Attendees will establish a basic level of understanding of dyslexia and its four subtypes.
Attendees will learn how to recognize signs of the different types of dyslexia, how to evaluate for, and how to remediate dyslexia.
Attendees will learn which skills are helpful in developing collaborative, capacity- building teams of literacy instructors.
© Templeton, Wyeth, Neff, 2014

6. Learning Outcomes
Attendees will feel comfortable addressing dyslexia with parents and school teams.
Attendees will be motivated to follow the NCLE’s recommendations on how to build capacity in order to strengthen Common Core State Standards in literacy.
Attendees will wish to collaborate with the IDA and other learning disability associations in increasing awareness of the information that parents are receiving and bridging this information with that from public school agencies.
© Templeton, Wyeth, Neff, 2014

7. Agenda Definition of Dyslexia Types of Dyslexia Identifying Dyslexia
Evaluating Dyslexia
Dyslexia in the Schools
Resources
References
© Templeton, Wyeth, Neff, 2014

8. I. Dyslexia Definition: IDA
Dyslexia is a language-based learning disability.
Dyslexia refers to a cluster of symptoms, which result in people having difficulties with specific language skills, particularly reading.
Students with dyslexia usually experience difficulties with other language skills such as spelling, writing, and pronouncing words.
Dyslexia affects individuals throughout their lives; however, its impact can change at different stages in a person’s life.
It is referred to as a learning disability because dyslexia can make it very difficult for a student to succeed academically in the typical instructional environment, and in its more severe forms, will qualify a student for special education, special accommodations, or extra support services.
* Definition Adopted by IDA Board of Directors Nov. 12, Used by National Institute of Child Health and Human Development (NICHD).
© Templeton, Wyeth, Neff, 2014

9. I. Dyslexia Definition: NASP Position Statement
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10. I. Dyslexia Definition: Latest CA Regulations Name Dyslexia
July 1, 2014
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11. I. Dyslexia Definition: Why Use the Label?
Think, pair, share
3 minutes with partner
Pros and Cons
Kiera Knightly 1:54
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12. Dislecksia The Movie https://www.youtube.com/watch?v=R81PdFiKsTU
Harvey Hubbell Dislecksia The Movie 7:49
Billy Bob Thornton 5:36
© Templeton, Wyeth, Neff, 2014

13. II. Types of Dyslexia: 4 Subtypes
© Templeton, Wyeth, Neff, 2014
Feifer, Printed with permission.

14. II. Types of Dyslexia: Understanding Subtyping
Feifer, Printed with permission.
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15. II. Subtypes of Dyslexia: Key Brain Regions
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Feifer, Printed with permission.

16. III. Identifying Dyslexia
Handouthttps:// rw
Orlando Bloom reading as child 1:53
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17. III. Identifying Dyslexia: Preschool

18. III. Identifying Dyslexia: Elementary School
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19. III. Identifying Dyslexia: Elementary School

20. III. Identifying Dyslexia: High School
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21. III. Identifying Dyslexia
© Templeton, Wyeth, Neff, 2014

22. III. Identifying Dyslexia
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23. III. Identifying Dyslexia
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24. III. Identifying Dyslexia
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25. III. Identifying Dyslexia: 4 Causes of Poor Comprehension
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Feifer, Printed with permission.

26. Working Memory’s Pervasive Impact

27. III. Identifying Dyslexia
Dyslexic Advantage (Dr. Brock Eide & Dr. Fernette Eide)
Reasoning capacity
Material
Interconnected
Narrative
Dynamic
Creativity, thinking outside the box
Resilience
Orlando Dyslexia Today 2:16
Orlando Creativity 1:18
© Templeton, Wyeth, Neff, 2014

28. IV. Evaluating Dyslexia: Who is Qualified?
School Psychologists
Licensed Educational Psychologists
Neuropsychologists
Clinical Psychologists
Not Educational Therapists!
IDA Handout
© Templeton, Wyeth, Neff, 2014

29. IV. Evaluating Dyslexia: CA Regulations Revised July 1, 2014 PSW Model Now Included!
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30. 90 Minute Dyslexia Evaluation
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Feifer, Printed with permission.

31. Can brain chemistry be altered as a result of practice and effective interventions?
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Feifer, Printed with permission.

32. Can brain chemistry be altered as a result of practice and effective interventions?
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33. Executive Summary of 2013-14 Findings
V. Dyslexia in the Schools: National Center for Literacy Education (NCLE) Remodeling Literacy Learning Together
Executive Summary of Findings
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34. V. Dyslexia in the Schools: National Center for Literacy Education (NCLE) Remodeling Literacy Learning Together
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35. V. Dyslexia in the Schools:
Orlando Bloom advice to parents 1:29
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36. V. Dyslexia in the Schools: Dysphonetic Dyslexia Interventions
© Templeton, Wyeth, Neff, 2014
Feifer, Printed with permission.

37. V. Dyslexia in the Schools: Surface Dyslexia (Fluency) Interventions
© Templeton, Wyeth, Neff, 2014
Feifer, Printed with permission.

38. V. Dyslexia in the Schools: Mixed Dyslexia Remediation Strategies
© Templeton, Wyeth, Neff, 2014
Feifer, Printed with permission.

39. V. Dyslexia in the Schools: Reading Comprehension Interventions
© Templeton, Wyeth, Neff, 2014
Feifer, Printed with permission.

40. V. Dyslexia in the Schools: Interventions
Reading Programs
Classroom Modifications
Assistive Technology
© Templeton, Wyeth, Neff, 2014

41. Neurological Processes to Facilitate Reading
DECODING
FLUENCY
COMPREHENSION
Neurological Processes to Facilitate Reading
© Templeton, Wyeth, Neff, 2014

42. Systematic & Sequential
Reading Programs
Multisensory
Sound-symbol connections
Phonemic awareness
Orthographic rules/exceptions/expectancies
Decoding
Systematic & Sequential
Reading Fluency
Vocabulary
Reading Comprehension
Writing
Spelling
© Templeton, Wyeth, Neff, 2014

43. Orton Gillingham-Based Programs & Professionals
Wilson Reading System
Lindamood-Bell: LiPS and Seeing Stars
Slingerland
Project READ
REWARDS
Barton Reading and Spelling System
For others, see IDA Matrix
* Be cautious about recommending programs that are not research-based and that do not include systematic phonological processing instruction
© Templeton, Wyeth, Neff, 2014

44. Classroom Modifications
© Templeton, Wyeth, Neff, 2014

45. Classroom Modifications
Physical Space
Curriculum & Planning
Preferential seating
Assigned next to peer buddy
Note-taking
Assistance reading directions
Visual aids
Audio/Visual Instructions
Sensory support
Natural lighting (no fluorescent)
Nature sounds or classical music
Nature scenes on doc camera
White noise such as fan
Flowy curtains
Textbook copies at home
Preview of Titles
Copies of teacher’s notes
Strategically reduced workload
Extended time for writing/reading, flexible deadlines
Variety of Assessments
Built in breaks
Review Student Planner for accuracy
© Templeton, Wyeth, Neff, 2014

46. Classroom Modifications
Vary assessment methods:
oral presentations
multiple choice
word bank
group projects
hands-on projects/visual displays
Build “breaks” into classroom transitions and exams
Cue student(s) before asking to read aloud
Weigh the importance of spelling
Dual grading approach – content/mechanics
Spellcheck
Strategic spelling corrections
Radcliffe Creek School Multi Sensory 2:19
© Templeton, Wyeth, Neff, 2014

47. Assistive Technology Reading Enlarged texts LearningAlly Bookshare
Apple “Speak Selection”
General Settings > Accessibility
Allows the user to highlight text for the device to read aloud
Writing
Laptop/digital device with spellcheck enabled
Speech to Text Applications
AudioNote App – Synchs audio recording with typed notes
LiveScribe Pen – Synchs audio recording with written notes
*For other technology tips, see Ben Foss’ HeadstrongNation.org
© Templeton, Wyeth, Neff, 2014

48. Review Systematic, Sequential Reading Program Strategic placement
Preview titles/readings
Access to readings
Facilitate writing
Decoding,
Fluency, and Comprehension 
Classroom structure 
Curriculum/Planning 
Assistive Technology 
© Templeton, Wyeth, Neff, 2014

49. VI. Resources: Online
© Templeton, Wyeth, Neff, 2014

50. VI. Resources: Books
© Templeton, Wyeth, Neff, 2014

51. VI. Resources: Organizations
International Dyslexia Association:
San Diego Branch IDA:
The Yale Center for Dyslexia and Creativity:
Bright Solutions for Dyslexia:
National Center for Learning Disabilities:
Learning Disabilities Association of America:
National Center for Literacy Education:
Council for Exceptional Children:
© Templeton, Wyeth, Neff, 2014

52. VII. References
Apgar, & Potts. (2011). PSW Guidelines. Eugene Public School District. Eugene, OR.
Daniel, M., Breaux, K., Frey, F. (2010). Patterns of Strengths and Weaknesses Models for Identifying SLD. Poster. Bloomington, MN/San Antonio, TX: Pearson.
Feifer, S. (2013). Integrating RTI with Cognitive Neuropsychology: A Successful Approach to Developing Evidence-Based Reading and Writing Interventions. Powerpoint Presentation. Alliant International University. San Diego, CA.
Feifer, S., DeFina, P. (2000). The Neuropsychology of Reading Disorders. Middletown, MD: School Neuropsych Press.
Flanagan, D., Ortiz, S., & Alfonso, V. (2013). Essentials of Cross- Battery Assessment, 3rd Edition. New York, NY: Wiley.
© Templeton, Wyeth, Neff, 2014

53. VII. References
Flanagan, D., Ortiz, S., Alfonso, V., & Mascolo, J. (2006). The Achievement Test Desk Reference (ATDR): A guide to Learning Disability Assessment, 2nd Edition. New York: Wiley.
Fletcher-Janzen, E., Reynolds, C. Eds. (2008). Neuropsychological Perspectives on Learning Disabilities in the Era of RTI. Hobokin, N.J.: Wiley.
Hanson, J., Sharman, L., Esparza-Brown, J. (2009). Patterns of strengths and weaknesses in specific learning disabilities: What’s it all about? Technical Assistance Papter. Oregon School Psychologists Association.
Learning Disabilities Association of America. (2010). The Learning Disabilities Association of America’s White Paper on Evaluation, Identification, and Eligibility Criteria for Students with Specific Learning Disabilities (Position Statement). Pittsburg, PN: Author.
National Center for Literacy Education. (2014). Remodeling Literacy Learning Together : Paths to Standards Implementation. Policy Report. Washington, D.C. : National Council of Teachers of English.
© Templeton, Wyeth, Neff, 2014

54. VII. References
National Center for Literacy Education. (2013). Remodeling Literacy Learning : Making Room for What Works. Policy Report. Washington, D.C. : National Council of Teachers of English.
National Literacy Council. (2008). Database.
Rhodes, R., Ochoa, S. & Ortiz, S. (2005). Comprehensive Assessment of Culturally and Linguistically Diverse Students: A practical approach. New York: Guilford.
Sandman-Hurley, K., Block-Zaretcky, T. (2012). What is Dyslexia ? Dyslexia Training Institute. Powerpoint Presentation. San Diego, CA.
Shaywitz, S. (2005). Overcoming Dyslexia. New York, NY : Vintage Books.
Wyeth, C. (2014). Dyslexia. Powerpoint Presentation. The San Diego Center for Speech Therapy and OT. San Diego, CA : Kids in Harmony.
Yale Center for Dyslexia and Creativity. (2014). Retrieved from
© Templeton, Wyeth, Neff, 2014