Parent Information Training Weatherford ISD Dyslexia Program

Definition and Characteristics of Dyslexia As defined by Texas Education Code (TEC) §38.003: Dyslexia means a disorder of constitutional origin manifested by difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and socio-cultural opportunity. Related Disorders includes disorders similar to or related to dyslexia such as developmental auditory imperception, dysphasia, specific developmental dyslexia, developmental dysgraphia, and developmental spelling disability.

The current International Dyslexia Association definition states: 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 International Dyslexia Association Board of Directors, November 2002)

Primary Reading/Spelling Characteristics Difficulty reading real words in isolation Difficulty accurately decoding nonsense words Slow, inaccurate, or labored oral reading (lack of reading fluency) Difficulty learning to spell

The reading and spelling difficulties are a result of difficulty with the following: The development of phonological awareness, including segmenting, blending, and manipulating word sounds. Learning the names of letters and their associated sounds. Phonological memory (holding information about sounds and words in memory). Rapid naming of familiar objects, colors, or letters of the alphabet.

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.

Procedures required by law before formal assessment: TTEC § requires district to administer early reading instruments to all K, 1 st and 2 nd grade students to assess reading development and comprehension. IIf on the basis of these instruments, students are determined “at risk” for dyslexia and other reading difficulties, parents must be notified and TThe district must implement an accelerated (intensive) reading program to address the students’ reading difficulties and enable them to “catch up.” IInterventions should align with federal No Child Left Behind Act of RResponse to interventions provided is monitored and ongoing assessment is done.

If a student continues to struggle or does not show response to intervention, the campus Response to Intervention (RtI) Team recommends dyslexia assessment. Parents are notified of proposal to assess Parents are notified of their rights under § 504 Permission is obtained to assess student Student is assessed by a professional trained in the evaluation of students for dyslexia and related disorders

Domains to access – depending on student’s age and stage of reading development Reading real and nonsense words in isolation Phonological Awareness Letter Knowledge Rapid Naming Reading Fluency Reading Comprehension Written Spelling

Instructional decisions are made by a team that is knowledgeable about the student, evaluation, and instructional components and approaches for students with dyslexia.

Weatherford Dyslexia Program Committed to providing research-based instruction methodologies. Orton- Gillingham approaches are used. Dedication to training instructors Offers explicit, direct instruction that is systematic, sequential, and cumulative. Generally a two to three year program.

Components of Instruction Phonemic Awareness Graphophonemic Knowledge Language Structure (morphology, semantics, syntax, pragmatics) Linguistic Instruction Strategy Oriented Instruction

Instructional Approaches Multi-sensory Process Oriented Systematic, Sequential, and Cumulative Meaning Based

Areas of Instruction  Alphabetic skills  Decoding  Fluency  Phonemic awareness  Spelling  Comprehension skills  Handwriting

Alphabet Instruction  Recognition  Sequencing  Alphabetizing practice  Accent  Dictionary Skills

Decoding Instruction Decoding is looking at letters and translating them into speech sounds. Coding Marks: Examples:ĕ (breve) ē (macron)

Fluency Instruction Fluency is reading accurately at a smooth even pace. Repeated Accurate Practices Learned Words Timed readings for rate Repeated readings for smoothness

Phonemic Awareness Instruction Increase sensitivity to how we make sounds Increase appreciation that sounds make syllables, that make words, that form sentences. Develops ability to separate, blend and manipulate sounds in words

Spelling Instruction  Links the 44 sounds in English with the letter or letters that represent those sounds  Direct Instruction of spelling rules and generalizations

Comprehension Instruction Comprehension is getting meaning from what is read Direct Instruction  Preview  Predict  Identify important information  Develop self-correcting strategies

Handwriting Instruction  Cursive handwriting  Correct writing position  Shape, size, slant  Multi-sensory methods

District Contacts: Patti Young, Executive Director of Special Programs Donna Hagan, LDT, Program Specialist Campus Academic LanguageTherapists: Jacque Baker, Austin and Seguin, Sarah Byars, Ikard, Traci Buntaine, WHS, NGC, Bridge, Cathy Cobb, Hall and Tison, Carla Coffey, Crockett, Tanna Gallaher, Curtis, Colleen Kleusar, Wright and Martin,