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Demystifying Dyslexia

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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
© Templeton, Wyeth, Neff, 2014

10 I. Dyslexia Definition: Latest CA Regulations Name Dyslexia
July 1, 2014 © Templeton, Wyeth, Neff, 2014

11 I. Dyslexia Definition: Why Use the Label?
Think, pair, share 3 minutes with partner Pros and Cons https://www.youtube.com/watch?v=9QLA_NNKZo8 Kiera Knightly 1:54 © Templeton, Wyeth, Neff, 2014

12 Dislecksia The Movie https://www.youtube.com/watch?v=R81PdFiKsTU
Harvey Hubbell Dislecksia The Movie 7:49 https://www.youtube.com/watch?v=4BiNpW0259M 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. © Templeton, Wyeth, Neff, 2014

15 II. Subtypes of Dyslexia: Key Brain Regions
© Templeton, Wyeth, Neff, 2014 Feifer, Printed with permission.

16 III. Identifying Dyslexia
Handouthttps://www.youtube.com/watch?v=vap_feUX3 rw Orlando Bloom reading as child 1:53 © Templeton, Wyeth, Neff, 2014

17 III. Identifying Dyslexia: Preschool

18 III. Identifying Dyslexia: Elementary School
© Templeton, Wyeth, Neff, 2014

19 III. Identifying Dyslexia: Elementary School

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

21 III. Identifying Dyslexia
© Templeton, Wyeth, Neff, 2014

22 III. Identifying Dyslexia
© Templeton, Wyeth, Neff, 2014

23 III. Identifying Dyslexia
© Templeton, Wyeth, Neff, 2014

24 III. Identifying Dyslexia
© Templeton, Wyeth, Neff, 2014

25 III. Identifying Dyslexia: 4 Causes of Poor Comprehension
© Templeton, Wyeth, Neff, 2014 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 https://www.youtube.com/watch?v=5SXfXQjfFbE Orlando Dyslexia Today 2:16 https://www.youtube.com/watch?v=GnAzVPCCT_E 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!
© Templeton, Wyeth, Neff, 2014

30 90 Minute Dyslexia Evaluation
© Templeton, Wyeth, Neff, 2014 Feifer, Printed with permission.

31 Can brain chemistry be altered as a result of practice and effective interventions?
© Templeton, Wyeth, Neff, 2014 Feifer, Printed with permission.

32 Can brain chemistry be altered as a result of practice and effective interventions?
© Templeton, Wyeth, Neff, 2014

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 © Templeton, Wyeth, Neff, 2014

34 V. Dyslexia in the Schools: National Center for Literacy Education (NCLE) Remodeling Literacy Learning Together © Templeton, Wyeth, Neff, 2014

35 V. Dyslexia in the Schools:
https://www.youtube.com/watch?v=UsLtYPQS-rw Orlando Bloom advice to parents 1:29 © Templeton, Wyeth, Neff, 2014

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 https://www.youtube.com/watch?v=1O3rTDAminY 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


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