Understanding Dyslexia Lampasas ISD Dyslexia Awareness for Teachers August 16, 2011 Sherry Boultinghouse Dyslexia Facilitator Lampasas ISD

Definition of Dyslexia 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. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge. Adopted by the Board of Directors, International Dyslexia Association, November 2002

A Student with Dyslexia   The student displays average ability to learn in the absence of print and receives the same classroom instruction that benefits most children; however, the student still continues to struggle with some or all of the many aspects of reading and spelling.

Characteristics in Reading and Spelling   Difficulty reading words in isolation   Difficulty decoding nonsense words   Slow, inaccurate, or labored oral reading which leads to a lack of reading fluency   Difficulty learning to spell

Due to a difficulty with:   Development of phonological awareness: Segmenting, blending, manipulating sounds   Learning names of letters and their sounds   Phonological memory of sounds and words   Rapid naming of familiar objects, colors, and letters

Secondary consequences of dyslexia may include:   Variable difficulty with aspects of reading comprehension   Variable difficulty with aspects of written composition   A limited amount of time spent in reading activities

What is dyslexia?   One kind of specific learning disability   Varying difficulties with language and processing skills   Reading difficulties continue over time   Successful in ways other than ‘reading’   Classroom accommodations can help student be more successful   Life long condition that generally runs in families

Why?   The ‘brain map’ of a dyslexic student is different than that of a non-dyslexic student.   Research has discovered that a dyslexic student uses a different part of their brain to read than the non-dyslexic student.

Common signs of dyslexia from The Dyslexia Handbook, revised 2010 Pre-school children:   Difficulty rhyming   Poor memory for nursery rhymes   Slow to add new vocabulary words   Unable to recall the correct word   Trouble learning numbers, colors, shapes, days of the week   Difficulty learning to write his or her name

Common signs of dyslexia K – 3 rd ~ Child has difficulty with:   Understanding that words come apart   Learning letter names and sounds   Decoding single words   Spelling phonetically   Reading smoothly   Reading words without using context and pictures as clues

Common signs of dyslexia 4 th grade and above, the student   Has history of reading & spelling problems   Avoids reading aloud   Reads slowly, with out expression & fluency   May have an inadequate vocabulary   Has difficulty spelling in context or on tests   Avoids using speaking vocabulary in written compositions

Dyslexia is NOT... A lack of intelligence A result of laziness or not caring A disease Something that can be ‘cured’ An eye or ‘vision’ problem Outgrown The same for all children

Remember, the dyslexic person...   Requires more time to complete tasks, and more concentrated efforts to do their best.   Struggles with self-doubt and confusion about their own capabilities.   Has difficulties that are often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction.

  Needs a positive learning environment, support and patience.   May be inconsistent in their performance.   May understand what they read without reading fluently.   Needs more practice than most to learn (100 times vs 5 or 6 to learn a word). The dyslexic person...

  Needs help in understanding their learning differences.   Needs help in leaning how to be more successful and organized.   Needs multisensory experiences to reinforce learning.   Learns differently.   Is smart, they just have trouble with words.

TYPES OF DYSLEXIA and and RELATED DISORDERS

PHONOLOGICAL ~ AUDITORY DYSLEXIA :   most common   can remember words they’ve practiced many times   trouble identifying sounds within words   spelling is very poor   often guess in sounding out new words

VISUAL ~ SURFACE DYSLEXIA   better at sounding out basic phonetic patterns   trouble sounding out irregular words   difficulty remembering how letters and words look Ex: who & how saw & was 3 & 5   reads slowly   spells incorrectly, but uses phonics Ex: throo, battal, porsun, enuf

MIXED DYSLEXIA:   Combination of Visual and Auditory Dyslexia   Results in greater difficulties and related concerns DYSLEXICS MAY DEMONSTRATE THESE CO-MORBID CONDITIONS Attention Deficit Hyperactivity Disorder Attention Deficit Disorder Attention Deficit Disorder Behavioral Issues

Dysgraphia   Dysgraphia is primarily a processing problem, that is, an impairment in the process of writing rather than merely a poor product or end result. (Regina Richards, The Source for Dyslexia and Dysgraphia)   Dysgraphia means difficulty with handwriting (International Dyslexia Association, Dysgraphia Fact Sheet).

Although motor skills contribute to handwriting, orthographic coding has a more direct relationship to handwriting than do fine-motor skills Handwriting is not just a motor act – it is a written language act that taps the processes of creating letter representations in memory and then retrieving them. Berninger, 1998

Relationship between Dyslexia and Dysgraphia? All dyslexics have dysgraphia (spelling is always affected, handwriting may or may not be affected). Some students have much more difficulty than others. All dyslexics have dysgraphia (spelling is always affected, handwriting may or may not be affected). Some students have much more difficulty than others. Not all dysgraphics have dyslexia Not all dysgraphics have dyslexia Only handwriting may be affected Only handwriting may be affected Only spelling may be affected Only spelling may be affected Both handwriting and spelling may be affected – if so, worst prognosis for writing Both handwriting and spelling may be affected – if so, worst prognosis for writing Berninger, 2006

Signs of Dysgraphia   Handwriting is generally illegible, despite appropriate time and attention given to the task   Unfinished words or letters, omitted words   Not automatic, slow and labored   Copying may or may not be legible   Spelling difficulties are significant   Many misspellings   Unusual pencil grip   Inconsistent, poor spacing between letters, words, lines, margins.   Content which does not reflect the student’s other language skills. (Students with poor handwriting are not necessarily dysgraphic.)

Classroom Accommodations for the Dysgraphic Student:   Allow more time for written responses on tests, reducing the volume expected, and prioritizing what should be complete.   Allow student to print since this a preferred choice for handwriting.   Allow more time for copying or provide a copy of the material from the board or assignment.   Do not count off for poor spelling on first drafts, in-class assignments, or on tests.   Shorten written assignments if necessary.

  Remove neatness or spelling as grading criteria for some assignments, or design assignments to be evaluated on specific parts of the writing process.   For note-taking, provide a partially completed outline so student can complete details under major headings. As a variety, provide the details and have student fill in headings.   Become more comfortable with a word processor so that this may be used for assignments.   Keyboarding should keep pace with handwriting speed to be effective. A rate of 10 wpm reasonable for 4 th grade and above when composing.

Dysphasia Verbal expression is poor Verbal expression is poor Difficulties with: Difficulties with:  Syntax  Morphology  Ideation (Process of forming ideas or images)  Usually written expression is weak  Comprehension is low Adapted from Nancy Mather, University of Arizona, 99 Adapted from Nancy Mather, University of Arizona, 99 Developmental Spelling Disorder  Significant difficulty learning to spell  This occurs in the absence of reading or other language difficulties

Dyscalculia   Children and adults with Reading Disabilities often have difficulties retrieving basic arithmetic facts from long-term memory.   Some evidence suggests that the same basic memory deficit that results in common features of Reading Disabilities, such as difficulties making letter-sound correspondences and retrieving words from memory, is also responsible for the fact-retrieval problems of many children with MD (math disabilities). Mathematical Disabilities: What We Know and Don't Know By: David C. Geary (1999)

COMMON MYTHS aboutDYSLEXIA

1. Individuals with dyslexia see letters and words backwards. 2. Colored lenses or overlays can correct the reading difficulty. 3. More boys than girls have dyslexia. 4. Dyslexia can not be identified until 3 rd grade. 5. If a person is able to read, he cannot be dyslexic. 6. Students with dyslexia can learn to read just like anybody else: they just progress at a slower rate.

7. Students with dyslexia struggle with phonics; therefore, phonics should be avoided with these students. 8. Dyslexia is a medical or clinical problem, so only medical doctors or psychologists can diagnose dyslexia. 9. Dyslexia is a general, catch-all term for any student having difficulty with reading. 10. Students outgrow dyslexia. 11. Students with dyslexia cannot be successful in college.

IDENTIFICATION IDENTIFICATION PROCESS Classroom Intervention by teacher through the RESPONSE TO INTERVENTION (RtI) process is an ongoing progressive effort to help any child be successful in the classroom. When these interventions have not been successful for a child, the teacher brings her concerns about the student to the Child Centered Team, CCT, for consideration.

  The CCT of knowledgeable persons reviews cumulative data, and makes recommendations that may help the child.   CCT considers all the data that has been gathered, and may make recommendation for dyslexia assessment through the 504 process or other appropriate steps.   Parents are then contacted by the counselor with this recommendation, and with their permission the formal assessment process is begun.

  The 504 Committee of Knowledgeable Persons reviews the results of the assessments and other accumulated data to consider identification of Dyslexia and/or other related disorders.   504 Process continues with the Counselor, Parents and other appropriate personnel to explain results and recommendation to the parents.

  504 Procedures are followed to establish classroom accommodations and other educational plans for the identified Dyslexic student.   Students receive the classroom accommodations and attend the reading lab for dyslexia services.   At any time, the parents or teacher can request a 504 meeting to discuss needs of the student through the counselor or 504 Coordinator.

CCT may consider referral for possible other evaluations due to:  Significant lack of achievement…and underlying causes… Co-occurring learning disabilities …which may warrant consideration for referral for comprehensive individual evaluation to determine Special Education eligibility. Parents can request dyslexia testing through the counselor, dyslexia facilitator, or principal. The same data and 504 procedures would be followed as with the CCT team.

Formal Assessment The following areas are evaluated:  Reading of real and nonsense words in isolation (decoding)  Phonological Awareness  Letter knowledge (name and associated sounds);  Rapid naming  Reading Fluency (rate and accuracy);  Reading Comprehension  Written spelling Additional areas that may be assessed include: oral language or comprehension, vocabulary, written expression, handwriting, and mathematics.

EFFECTIVE STRATEGIES FOR DYSLEXIC STUDENTS Classroom accommodations in the 504 plan may include:   Not penalizing for spelling mistakes   Multiple choice spelling tests   Extended time   Text, tests, class work read orally to student   Assignment product accommodation Other accommodations are possible through 504 guidelines and procedures.

STAAR & Dyslexia Bundle   Reading test is completed over two days.   Pronouns are read to student prior to reading passages silently (This is no longer allowed with the STAAR )   Question stems and answer choices are read to student.   Math, Science and Social Studies tests can be read orally to students.   Testing accommodations are now allowed in grades (STAAR adds grades 9-12)

HOW CAN I HELP THE IDENTIFIED DYSLEXIC STUDENT IN MY CLASSROOM ?

  Learn more about dyslexia.   Follow the 504 Plan for each child.   Listen to and observe the child. How does he learn best?   Find the child’s strengths. Use these.   Appreciate the child’s efforts & struggles.   Be patient

 Recognize that this child will need more time on task, and they need your help.  Pre-read material and/or preview vocabulary with the child. (Parents can do this at home)  Read directions to the child … and more than once may be necessary.  Ask the child to underline words they need your help with reading.

  When reading with the teacher, provide the word a child seems to struggle with, rather than making him sound it out.   Do not ask the child to read out loud in class unless he is prepared to do so.   This child will need more help in planning, organizing and using time wisely.

  Determine what skill or knowledge is most important in this lesson for this child.   Recognize that the dyslexic person often has to work much harder to complete the tasks. It is not due to lack of effort.   Eliminate part of the written product that is not critical to understanding / lesson   Allow dictated responses for some tasks.

  Provide a list of words that THIS CHILD has difficulty in spelling as a resource. “My how do I spell ……. book”   Use an address book format with the words located on that letter page for teacher to write correctly formed letters and spelling.   Encourage use of their SPEAKING VOCABULARY in their written work by providing the words they want to use.

  Allow combination/variety of responses in a task if appropriate and possible. Dictated responses and oral testing can be used to evaluate learning rather than complicate assignment for dyslexic student with extended writing. What is the purpose of the assignment - information or writing skills.   Multiple choice spelling tests. Sometimes a combination of dictation and multiple choice can be used.   Do not penalize for spelling mistakes. Ask the child to read the words or tell you what they meant to say.

  No two dyslexic children have the same needs.   Ask the child “What works best for you …..”   Contact the dyslexia facilitator when you have questions or concerns.   Communication with parents is critical. How are they helping their child at home? Do they need suggestions and information? What are their concerns?

Learning... differently ~   The dyslexic child can show how much they’ve learned in ways other than reading and writing.   Projects, oral reports, discussion, oral responses, as well as other products demonstrate that the child is learning and making progress in school.

HOW CAN I HELP THE identified dyslexic STUDENT IN MY CLASSROOM ?

Suggestions when talking with Parents:   Encourage parents to help their child find ways that help them learn and be more successful.   Share the techniques and approaches that you have found successful in class.   Ask parents for suggestions about what has been successful in the past.   Communicate your concerns and ideas with each other.

  Parents are in this with their child, and they can get through this together.   Parents will need to invest more time to help them learn to be more successful.   Be patient!   Students often can explain how they learn best to parents and teachers. Listen!

ELS Essential Leaning System Dyslexia Intervention Program Therapeutic Approach with Individualized prescription for each student based upon careful diagnosis, with frequent and ongoing monitoring to ensure progress.

COMPONENTS of ELS Letter Recognition Phonemic Awareness SpellingVocabularyFluencyComprehension

INSTRUCTIONAL STRATEGIES Of ELS Multi-sensory Processing Practice and Repetition Individualization Computer-assisted Instruction Assessment and Feedback Facilitator Instructional Responsibilities & Monitoring Student Performance

Sufficient Duration of Dyslexia Reading Program  “One of the most common errors in teaching a student with dyslexia to read is to withdraw prematurely the instruction that seems to be working. A child who is reading accurately but not fluently at grade level still requires intensive reading instruction.” Source: Shaywitz, S. (2003) Overcoming Dyslexia: A new and complete science-based program for reading problems at any level. New York: Alfred A. Knopf, p Also sited in Texas State Dyslexia Handbook, Revised 2007.

~Famous Dyslexics ~ Many people believe their success was obtained BECAUSE of their DYSLEXIA or characteristics associated with their multi-dimensional, thinking style. Hans Christen Anderson, author Orlando Bloom, actor Richard Branson, owner Virgin Airlines … Jim Carrey, actor George Clooney, actor Walt Disney Nolan Ryan, baseball player Charles Schwab Whoopi Goldberg Henry Winkler, Actor & author

“ When I was a kid, they didn’t call it dyslexia. They called it, you know, you were slow, or you were retarded, or whatever. What you can never change is the effect that the words ‘dumb’ and ‘stupid’ have on young people. I knew I wasn’t stupid, and I knew I wasn’t dumb. My mother told me that. If you read to me, I could tell you everything that was read. They didn’t know what is was. They knew I wasn’t lazy, but what was it?” Whoopi Goldberg

Jay Leno credits his dyslexia with enabling him to succeed in comedy. He also credits his dyslexia with his helping him develop the drive and perseverance to succeed in comedy, and in life in general. Nolan Ryan “When I had dyslexia, they didn’t diagnose it as that. It was frustrating and embarrassing. I could tell you a lot of horror stories about what you feel like on the inside.”

  “[To] every human being who has a learning challenge – how you learn has NOTHING to do with how brilliant you are. Because you learn differently, it does not mean you don’t have GREATNESS inside of you! Everyone of you has GREATNESS inside of you and your job is to figure out what that gift is and give it to the world... and the world cannot wait to see what you give … I know I can’t.”   Henry Winkler   From the New England Dyslexia’s blog article, The Fabulous, Famous Dyslexic.. Henry Winkler