1. “For a dyslexic who does not yet know they are dyslexic, life is like a big high wall you never think you will be able to climb or get over. The moment you understand there is something called dyslexia, and there are ways of getting around the problem, the whole world opens up.” Sir Jackie Stewart

2. Dyslexia Awareness

3. WHY IS IT IMPORTANT TO DIAGNOSE AND TREAT DYSLEXIA?

4. It is state mandated Dyslexia is the most common learning disorder Reading affects all academic disciplines Many “reading programs” are ineffective for dyslexia Reading affects life

5. Consequences of Learning Disorders

6. ACADEMIC Grade retention Disciplinary actions Drop-out No college

7. Self-esteem Motivation Unrealized potential PERSONAL

8. Social/behavioral problems Underperformance in workforce Under/unemployment SOCIETAL

9. TEXAS EDUCATION CODE §38.003 (TEC) §38.003 defines dyslexia and related disorders, mandates testing students for dyslexia and mandates instruction for students with dyslexia.

10. (TEC) 21.054 To ensure that teachers are knowledgeable about dyslexia all educators who teach students with dyslexia are required to have continuing education and awareness.

11. (TEC) §38.003 DEFINITION OF DYSLEXIA (1) “Dyslexia means a disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and sociocultural opportunity.

12. (2) “Related disorders” include disorders similar to or related to dyslexia such as developmental auditory imperceptions, dysphasia, specific developmental dyslexia, developmental dysgraphia, and developmental spelling disability.

13. INTERNATIONAL DYSLEXIA ASSOCIATION DEFINITION Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction.

14. INTERNATIONAL DYSLEXIA ASSOCIATION DEFINITION Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge. (Adopted by the International Dyslexia Association Board of Directors, November 12, 2002)

15. Primary Reading and Spelling Characteristics of Dyslexia

16. Difficulty reading words in isolation Difficulty accurately decoding unfamiliar words Difficulty with oral reading (slow, inaccurate, or labored) Difficulty spelling Individuals demonstrate differences in degree of impairment

17. Reading and Spelling characteristics are most often associated with:

18. Segmenting, blending, and manipulating sounds in words (phonemic awareness) Learning the names of letters and their associated sounds Holding information about sounds and words in memory (phonological memory) Rapidly recalling the names of familiar objects, colors, or letters of the alphabet (rapid naming)

19. Consequences of dyslexia may include:

20. Variable difficulty with aspects of reading comprehension Variable difficulty with aspects of written language Limited vocabulary growth due to reduced reading experiences (Source – The Dyslexia Handbook, Revised 2014)

21. Common Risk Factors Associated with Dyslexia

22. Delay in learning to talk Difficulty with rhyming Difficulty pronouncing words (e.g., “pusgetti” for “spaghetti,” “mawn lower” for “lawn mower”) Poor auditory memory for nursery rhymes and chants Difficulty in adding new vocabulary words Inability to recall the right word (word retrieval) Trouble learning and naming letters and numbers and remembering the letters in his/her name Aversion to print (e.g., doesn’t enjoy following along if book is read aloud) Preschool

23. Difficulty breaking words into smaller parts (syllables) (e.g., “baseball” can be pulled apart into “base” “ball” or “napkin” can pulled apart into “nap” “kin”) Difficulty identifying and manipulating sounds in syllables (“man” sounded out as /m/ / ă / /n/) Difficulty remembering the names of letters and recalling their corresponding sounds Difficulty decoding single words (reading single words in isolation) Difficulty spelling words the way they sound (phonetically) or remembering letter sequences in very common words seen often in print (“sed” for “said”) Kindergarten and First Grade

24. Many of the previously described behaviors remain problematic along with the following: Difficulty recognizing common sight words (“to”, “said”, “been”) Difficulty decoding single words Difficulty recalling the correct sounds for letters and letter patterns in reading Difficulty connecting speech sounds with appropriate letter or letter combinations and omitting letters in words for spelling (“after” for “eftr”) Difficulty reading fluently (slow, inaccurate, and/or without expression) Difficulty decoding unfamiliar words in sentences using knowledge of phonics Reliance on picture clues, story theme, or guessing at words Difficulty with written expression Second and Third Grade

25. Many of the previously described behaviors remain problematic along with the following: Difficulty reading aloud (fear of reading aloud in front of classmates) Avoidance of reading (particularly for pleasure) Acquisition of less vocabulary due to reduced independent reading Use of less complicated words in writing that are easier to spell than more appropriate words (“big” instead of “enormous”) Reliance on listening rather than reading for comprehension) Fourth Grade through Sixth Grade

26. Many of the previously described behaviors remain problematic along with the following: Difficulty with the volume of reading and written work Frustration with the amount of time required and energy expended for reading Difficulty with written assignments Tendency to avoid reading (particularly for pleasure) Difficulty learning a foreign language Middle School and High School (Source – The Dyslexia Handbook, Revised 2014)

27. Accommodations

28. Accommodations are not a one size fits all; rather, the impact of dyslexia on each individual student determines the accommodation.

29. When making decisions about accommodations, instruction is always the foremost priority. Not all accommodations used in the classroom are allowed during a state assessment. However, an educator’s ability to meet the individual needs of a student with dyslexia should not be limited by whether an accommodation is allowable on a state assessment. (Source – The Dyslexia Handbook, Revised 2014)

30. Copies of notes (e.g., teacher or peer provide) Note-taking assistance Additional time on class assignments and tests Reduced/shortened assignments (e.g., chunking assignments into manageable units, fewer items given on a classroom test or homework assignment without eliminating concepts, or student planner to assist with assignments) Alternative test location that provides a quiet environment and reduces distractions Priority seating assignment Oral reading of directions or written material Word banks Formula charts Examples (Source – The Dyslexia Handbook, Revised 2014)

31. 85% of all juveniles in the juvenile court system are functionally illiterate 70% of inmates in America’s prisons cannot read above a fourth grade level

32. SSISD VISION STATEMENT Educating all students to their fullest potential.