Harlandale ISD Curriculum and Instruction Characteristic of the Dyslexic Learner & How to help them in every educational setting Presented by Harlandale ISD Back to School Conference August 16, 17, 18

Harlandale ISD Curriculum and Instruction What is Dyslexia? International Dyslexia Assoc. definition Dyslexia is a specific learning disability that is neurobiological 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 unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impeded growth of vocabulary and background knowledge.

Harlandale ISD Curriculum and Instruction What is Dyslexia? State of Texas definition Dyslexia means a disorder of constitutional origin manifested by a difficulty in learning to read, write or spell despite conventional instruction, adequate intelligence and socio-cultural opportunity

Harlandale ISD Curriculum and Instruction Misunderstandings about Dyslexia It does not exist; it’s merely a catch all term for learning problems Children have to be a certain age to be dyslexic It’s a visual problem-all dyslexics see and write letters and words backward Forcing a student to read every day will make him/her a better reader

Harlandale ISD Curriculum and Instruction Misunderstandings about Dyslexia More boys than girls are dyslexic Dyslexics are clumsy, have trouble tying shoes, etc. Dyslexia affects only English speakers

Harlandale ISD Curriculum and Instruction Causes Exact causes are not clear Brain imagery does show differences in the way the brain of a dyslexic person develops and functions Most likely genetic

Harlandale ISD Curriculum and Instruction Brain Images Non Dyslexic Dyslexic

Harlandale ISD Curriculum and Instruction Read the following story

Harlandale ISD Curriculum and Instruction Now answer a question: What did the characters read about? Cats Dogs Chicks

Harlandale ISD Curriculum and Instruction Can you read the following story?

Harlandale ISD Curriculum and Instruction Do you know what the children were picking up? to place it in the

Harlandale ISD Curriculum and Instruction General Characteristics of Dyslexia Problems in learning the names of the letters of the alphabet Difficulty in learning to write the alphabet correctly in sequence Difficulty in learning and remembering printed words Difficulty in retaining letter sounds Difficulty blending sounds together for reading Difficulty unblending or segmenting sounds for spelling

Harlandale ISD Curriculum and Instruction General Characteristics of Dyslexia Reversal of letters or sequences of letters Difficulty in learning to read Difficulty in reading comprehension Cramped or illegible handwriting Repeated erratic spelling errors Difficulty getting thoughts down on paper Difficulty in finding the “right” word when speaking Poor listening skills Attention disorders Auditory processing disorders

Harlandale ISD Curriculum and Instruction Common Signs of Dyslexia-Preschool Delayed speech; slow to add new words; difficulty finding the right word Mixing up sounds or syllables in long words Poor memory for nursery rhymes Difficulty learning colors, days of the week, numbers, shapes Difficulty learning to spell or write name

Harlandale ISD Curriculum and Instruction Common Signs of Dyslexia: K-3 rd Grade Difficulty understanding that words can be separated into parts (pancake=pan +cake) Difficulty understanding that words can be separated into sounds (tip = /t/ /i/ /p/) Difficulty learning letter names and sounds

Harlandale ISD Curriculum and Instruction Common Signs of Dyslexia: K-3 rd Grade Difficulty reading single words; relies on context clues to recognize words Can’t remember sight words Slow, choppy, inaccurate oral reading Difficulty with daily spelling

Harlandale ISD Curriculum and Instruction Common Signs of Dyslexia: 4 th Grade-8 th Grade Has difficulty spelling-may use simplified vocabulary when writing Continues to have reading difficulty Lacks fluency; reads slowly; avoids oral reading Avoids reading for pleasure

Harlandale ISD Curriculum and Instruction Common Signs of Dyslexia: 4 th Grade-8 th Grade Difficulty finding the right word when speaking—vocabulary may be inadequate Dreads going to school  Complains of headaches, stomach aches, any excuse not to have to attend

Harlandale ISD Curriculum and Instruction Common Signs of Dyslexia: High School All of the previous symptoms Limited vocabulary Poor written expression—large discrepancy between verbal skills and written composition Difficulty in learning a foreign language Poor grades in many classes Danger of dropping out due to feelings of failure

Harlandale ISD Curriculum and Instruction Common signs of Dyslexia: Adults Education history similar to previous signs Slow reader May have to read a page 2-3 times to understand it Terrible speller Difficulty putting thoughts on paper Difficulty following directions—gets lost easily

Harlandale ISD Curriculum and Instruction Social-Emotional Characteristics that May be Associated with Dyslexia Immaturity Missing the punch line in jokes Poor impulse control Frustration from the classroom that carries over into relationships Slow processing of conversational speech-difficulty following multi- speaker

Harlandale ISD Curriculum and Instruction Social-Emotional Characteristics that May be Associated with Dyslexia Time and organization difficulties Lying/cheating to cover up mistakes or inadequacies Anxiety over schoolwork/homework I give up attitude Difficulty understanding rules of games or situations quickly Tendency to hold it in with school problems Difficulty coping with giftedness in some areas while needing remediation in others

Harlandale ISD Curriculum and Instruction Keep in Mind Some people with dyslexia do not have great difficulty with early reading and spelling but have difficulty when more complex language skills are required Some people with dyslexia have problems with spoken language

Harlandale ISD Curriculum and Instruction What is taught? Phoneme and Phonological Awareness Sound-Symbol Association Syllable Instruction Morphology Syntax Semantics

Harlandale ISD Curriculum and Instruction How is it Taught? Direct Simultaneous Systematic and Cumulative Each unit sequence is established through hearing, speaking, seeing, and writing Auditory, visual, and kinesthetic patterns reinforce each other

Harlandale ISD Curriculum and Instruction In the Classroom Oral Testing Untimed tests Eliminate/reduce spelling tests Don’t force oral reading Accept dictated homework Reduce homework load

Harlandale ISD Curriculum and Instruction In the Classroom Grade on content, not spelling nor handwriting Reduce copying tasks Alternate assignments Avoid or reduce essay tests Conduct a class review session before tests Ask student how s/he learns best Utilize a binder

Harlandale ISD Curriculum and Instruction Famous People with Dyslexia

Harlandale ISD Curriculum and Instruction

References (October, 2008). Dyslexia Training, Odom Elementary. Retrieved from dyslexia_training.ppt#256,1,Dyslexia Training Odom Elementary Jones, J, Vickery, KS. (February 2007). Characteristics of the Dyslexic Learner. Retrieved from rner_Characteristics.ppt rner_Characteristics.ppt

Harlandale ISD Curriculum and Instruction References Sullivan, Linda, Dyslexia Assessment Series, Region 20 Service Center, October 2009 Bright Solutions for Dyslexia, Inc. (n.d.). How to teach people with Dyslexia. Retrieved from add.com/teach.html#classroomaccomhttp:// add.com/teach.html#classroomaccom