Presentation on theme: "Reid & Diane Lyon www.ReidLyon.com Symptoms & Solutions: dyslexia, literacy, intervention, accommodations, and modifications Fundamental Learning Center."— Presentation transcript:
Reid & Diane Lyon www.ReidLyon.com Symptoms & Solutions: dyslexia, literacy, intervention, accommodations, and modifications Fundamental Learning Center SESSION II: (Q & A) Friday, October 14, 2011 2:30 p.m. - 4:00 p.m.
Dyslexia page was last modified Oct. 8, 2011 Dyslexia is a broad term defining a learning disability that impairs a person's fluency or comprehension accuracy in being able to read,  and which can manifest itself as a difficulty with phonological awareness, phonological decding, othographic coding, auditory shot- term memory or rapid naming.  Dyslexia is separate and distinct from reading difficulties resulting from other causes, such as a non-neurological deficiency with vision or hearing, or from poor or inadequate reading istruction.  It is believed that dyslexia can affect between 5 to 10 percent of a given population although there have been no studies to indicate an accurate percentage.     
The Many Strands that are Woven into Skilled Reading (Scarborough, 2001) BACKGROUND KNOWLEDGE VOCABULARY KNOWLEDGE LANGUAGE STRUCTURES VERBAL REASONING LITERACY KNOWLEDGE PHON. AWARENESS DECODING (and SPELLING) SIGHT RECOGNITION SKILLED LANGUAGE COMPREHENSION WORD RECOGNITION increasingly automatic increasingly strategic Skilled Reading- fluent coordination of word reading and comprehension processes
Effective Reading Instruction “Reading instruction effectiveness lies not with a single program or method but, rather, with a teacher (parents) who thoughtfully and analytically integrates various program, materials, and methods as the situation demands.” (Duffy & Hoffman)
READING INSTRUCTION MUST BE INTEGRATED FROM KG- G12 If a critical component is missing, students who are at risk will not develop the essential skill Success and failure in reading are opposite sides of the same coin- it’s the same theory, not two theories, one for success and another for failure Instruction is the key!
have had less exposure to print and the alphabet. have vocabulary that are usually less well developed – ½ in poor children compared to other children.. have a range of experience and conceptual knowledge that is often limited or different compared to other students.. are delayed in the development of phonemic awareness. Many people who struggle with reading….. …..
What the National Reading Panel Says About the Role of Vocabulary in Reading Instruction http://www.nationalreadingpanel.org/
What the National Reading Panel Says About the Role of Vocabulary in Reading Instruction Learning in rich contexts is valuable for vocabulary learning. Vocabulary words should be those that the learner will find useful in many contexts. When vocabulary items are derived from content learning materials, the learner will be better equipped to deal with specific reading matter in content areas. http://www.nationalreadingpanel.org/
What the National Reading Panel Says About the Role of Vocabulary in Reading Instruction There is a need for direct instruction of vocabulary items required for each specific text. Repetition and multiple exposure to vocabulary items are important. Students should be given items that will be likely to appear in many contexts. (Reprinted from National Reading Panel, 2000, p. 4-4) http://www.nationalreadingpanel.org/
Reading Comprehension Non-Negotiables A student must be able to read correctly, approximately 95 percent, of the words accurately in text to comprehend what is read. MOREOVER, to comprehend, a student must know the meanings of 90 to 95 percent of the words being read.
Readers who read well are active readers Readers who have clear goals in mind for their reading comprehend well. They constantly evaluate whether the text, and their reading of it, is meeting their goals. Readers who read well typically look over the text before they read, noting such things as the structure of the text and text sections that might be most relevant to their reading goals. What does it take to comprehend text?
WHAT DOES IT TAKE TO UNDERSTAND WHAT YOU READ? Read different kinds of text differently. For example, when reading narrative, attend closely to the setting and characters When reading expository text the reader frequently construct and revise summaries of what they have read. E xpository text is nonfiction reading material. The intent of these written works is to inform as a fact text processing occurs not only during ‘reading’ as we have traditionally defined it, but also during short breaks taken during reading, and even after the ‘reading’ itself has commenced. (started)
Reading Fluency Fluency is partly an outcome of word recognition (Could make developing Speed into a game!) “ability to read connected text rapidly, smoothly, effortlessly, and automatically with little conscious attention to decoding” (Meyer, 2002) “rate and accuracy in oral reading” (Shinn et al., 1992) “ immediate result of word recognition proficiency” (NRP, 2000)
Why have we, as a Nation, not met our reading goal? The sheer magnitude of the reading crisis in America The sheer complexity of reading development and reading difficulties vary The complexity of an effective classroom with effective leadership in the school (implementation: time, $, people power)
http://www.rfbd.org/ Reading for the Blind and Dyslexia, DVD and Books on Tape made a huge difference in Kyle’s and my life.
Example: Phonological Awareness: Students learn to identify and manipulate the sounds in spoken words including skills such as oral segmenting and oral blending. Letter Sounds: Students learn to say the most common sound for printed letters. Sounding Out: Students learn to decode printed regular words Word Recognition: Students learn to recognize common regular words by sight www.freereading.org
Time Management Problem solving Thinking Studying Skills Learning w/ others http://www.studygs.net
High quality core reading instruction. High quality core is differentiated. Differentiation requires adjusting instruction based on student performance data. Students with performance indicating risk for failure receive additional small group instruction (Tier 2) Response-to-Intervention Requires
Assisting Students Struggling with Reading: RtI U.S. Department of Education Institute for Educational Science What Works Clearing House Free so: Order some Print some Share ……. ies.ed.gov/ncee/wwc/publications/practiceguides /
Florida Center Reading Research disseminate nformation about research-based practices related to literacy instruction and assessment for children in pre- school through 12th grade. http://www.fcrr.org/
Federal website Learn the Law! Learn about Federal Funded Research Office of Special Education and Rehabilitative Services, Overview Information; Training and Information for Parents of Children With Disabilities--Parent Training and Information Centers http://www.ed.gov/progra ms/pirc/index.html Ed.gov/parents/needs/specied/edpicks.jhtml
“AHEAD envisions educational and societal environments that value disability and embody equality of opportunity.” AHEAD is a professional membership organization for individuals involved in the development of policy and in the provision of quality services to meet the needs of persons with disabilities involved in all areas of higher education. http: / / www. ahead.org website
The Crisis in Our Classrooms Blaunstien, Lyon Armed with the Facts: Shaywitz I Could Not Read Until I was 30 Diane Lyon A Parent’s Journey Ankney A Parent’s Pressure Cooker Garza Changing the Odds Marion Joseph and many more chapters…. Written by many who walked the walk!
What the National Reading Panel Says About the Role of Vocabulary in Reading Instruction
Resources talkingfingers.com/store/conte nt/making-speech-visible www.ReidLyon.com Free pdf: Google www.deniseeide.com/ Susan Hall 90% reading goal
Resources dyslexia.yale.edu/About_ShaywitzBios.html Free pdf: Google A Parent's Guide to Helping Kids with Learning Difficulties peterswife.org/LD/ParentsandReading.pdf Free pdf http://www.leavingjohnnybehind.com/