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.

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

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

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

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

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

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

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, 2002. Used by National Institute of Child Health and Human Development (NICHD). © Templeton, Wyeth, Neff, 2014

I. Dyslexia Definition: NASP Position Statement © Templeton, Wyeth, Neff, 2014

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

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

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

II. Types of Dyslexia: 4 Subtypes © Templeton, Wyeth, Neff, 2014 Feifer, 2011. Printed with permission.

II. Types of Dyslexia: Understanding Subtyping Feifer, 2011. Printed with permission. © Templeton, Wyeth, Neff, 2014

II. Subtypes of Dyslexia: Key Brain Regions © Templeton, Wyeth, Neff, 2014 Feifer, 2011. Printed with permission.

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

III. Identifying Dyslexia: Preschool

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

III. Identifying Dyslexia: Elementary School

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

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

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

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

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

III. Identifying Dyslexia: 4 Causes of Poor Comprehension © Templeton, Wyeth, Neff, 2014 Feifer, 2011. Printed with permission.

Working Memory’s Pervasive Impact

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

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

IV. Evaluating Dyslexia: CA Regulations Revised July 1, 2014 PSW Model Now Included! © Templeton, Wyeth, Neff, 2014

90 Minute Dyslexia Evaluation © Templeton, Wyeth, Neff, 2014 Feifer, 2011. Printed with permission.

Can brain chemistry be altered as a result of practice and effective interventions? © Templeton, Wyeth, Neff, 2014 Feifer, 2011. Printed with permission.

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

Executive Summary of 2013-14 Findings V. Dyslexia in the Schools: National Center for Literacy Education (NCLE) Remodeling Literacy Learning Together Executive Summary of 2013-14 Findings © Templeton, Wyeth, Neff, 2014

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

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

V. Dyslexia in the Schools: Dysphonetic Dyslexia Interventions © Templeton, Wyeth, Neff, 2014 Feifer, 2011. Printed with permission.

V. Dyslexia in the Schools: Surface Dyslexia (Fluency) Interventions © Templeton, Wyeth, Neff, 2014 Feifer, 2011. Printed with permission.

V. Dyslexia in the Schools: Mixed Dyslexia Remediation Strategies © Templeton, Wyeth, Neff, 2014 Feifer, 2011. Printed with permission.

V. Dyslexia in the Schools: Reading Comprehension Interventions © Templeton, Wyeth, Neff, 2014 Feifer, 2011. Printed with permission.

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

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

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

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

Classroom Modifications © Templeton, Wyeth, Neff, 2014

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

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

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

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

VI. Resources: Online http://classfolios.org/learningresource/venncircles.htm   http://s714.photobucket.com/user/eyerysh/media/Multisensory.png.html http://smithsystem.com/school-setting/classrooms/ © Templeton, Wyeth, Neff, 2014

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

VI. Resources: Organizations International Dyslexia Association: http://www.interdys.org/ San Diego Branch IDA: http://www.dyslexiasd.org/ The Yale Center for Dyslexia and Creativity: http://dyslexia.yale.edu/ Bright Solutions for Dyslexia: http://www.dys-add.com/ National Center for Learning Disabilities: www.ncld.org Learning Disabilities Association of America: http://ldaamerica.org/ National Center for Literacy Education: http://www.ncte.org/ncle Council for Exceptional Children: http://www.cec.sped.org/ © Templeton, Wyeth, Neff, 2014

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

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

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 http://dyslexia.yale.edu/whatisdyslexia.html © Templeton, Wyeth, Neff, 2014