JULIE PATTERSON & CATHERINE BARTCZAK READ WHAT IS DYSLEXIA?

HOW WE DEFINE DYSLEXIA? A learning disability that primarily affects a persons ability to learn to read and develop a strong understanding of language (Marshall, 2009). The International Dyslexia Association defines dyslexia as 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 often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction (Lyon, Shaywitz, & Shaywitz, 2003, p.2) I wasn’t sure who to put here- it is from our book, page 153 The encyclopedia of Learning Disabilities defines dyslexia as a “specific learning disability, usually with spelling and writing and sometimes with reading and numbers. It is characterized by problems in coping with written symbols, despite normal intelligence.”

DEFINING DYSLEXIA CONTINUED… Children are either born with dyslexia or develop it in the early childhood years. It sometimes goes unnoticed until they begin to use words and symbols. (Enc. Of LD, 2006) These children typically read at levels significantly lower than expected despite having normal intelligence (NINDS, 2010).

MEDICAL DEFINITION Some experts believe dyslexia may be caused by differenced in brain structure and function and is present at birth. It is believed that dyslexia is hereditary Occurs more often in males with a 4:1 ratio (ENC of LD, 2006)

DYSLEXIA AND MEDICAL RESEARCH In adults, dyslexia can occur after a brain injury or in relation to dementia Recent studies have identified a number of genes that may predispose an individual to developing dyslexia (NINDS, 2010) Through brain scans researchers have found: The magno-cellular system is smaller in the brain of dyslexic people This area deals with our ability to see moving images Being smaller, it makes reading harder. The brain has to quickly interpret the different letters and words which the eyes see as they scan words and sentences. (Dyslexia Parent)

MEDICAL RESEARCH CONTINUED.. EEG’s show: Brains of dyslexic children show an unusual variation in left- and right-side activity Non-dyslexic children use the left side for language work, dyslexic children need the right side as well The right side is not intended for language work, thus children and adults with dyslexia have to work about six times harder when dealing with text (Dyslexia Parent)

POTENTIAL READING PROBLEMS ASSOCIATED WITH DYSLEXIA Unable to understand what is read Lack of sound awareness including blending sounds to make words Problems with spelling Problems with letter order in words Difficulties with rhyming words Trouble pronouncing words Delay in speaking Delay in learning the alphabet, numbers, days of the week, months, shapes, colors or other basic information Difficulties understanding subtleties of language such as jokes or slang Difficulty with phonological processing (manipulation of sounds) Difficulty with rapid visual-verbal responding (Enc. Of LD, 2006 and NINDS, 2010)

WHO ARE AT-RISK? Many experts consider dyslexia to be hereditary (Davis, 2010). Where identified, between a third and a half of children have a history of learning disabilities in their family. More than half have a family member who is left- handed (Dyslexia Parent)

AT RISK CONTINUED.. In children who suffer from frequent colds and throat infections prior to age 5, the ears can be blocked from time to time causing hearing to be impaired Difficulty in hearing can go unnoticed in early stage The developing brain does not make links between the sounds it hears Can cause delay in phonemic awareness forming lifelong difficulties if corrective action is not taken at a very early stage (Dyslexia Parent).

CHARACTERISTICS/IMPLICATIONS OF CHILDREN Difficulties in Reading Oral communication Organizational skills Following instructions Telling time (Marshall, 2010) Confusion with left and write (Encyclopedia of Learning Disabilities) Difficulties in Writing Difficulty with spelling Noticed in short, simple words “jumbled spelling” where all the correct letters are present, but written in the wrong order Writing letter (mix b and d) Commonly write B instead of b numbers backwards (mix 6, 9, and p) (Dyslexia Teacher)

OTHER CHARACTERISTICS… Difficulty in math especially with sequencing Difficulty organizing Difficulty following 2 or 3 step instructions (Dyslexia Teacher)

CHARACTERISTICS IN ADULTS Difficulties in Reading May take a long time to read Need to re-read the same piece several times Often lose their place when reading Miss endings of words Leave words out Read correctly but do not understand what they read Difficulties in Writing Have difficulty taking notes Produce messy work Unsure of where to start when writing Have poor punctuation Make many spelling errors (Chivers, 2006)

EARLY IDENTIFICATION CHECKLIST FOR DYSLEXIA Is there a family history of learning difficulties? Does the child have delayed speech, a lisp or unclear speech? Does he/she have problems getting dressed, putting shoes on the correct feet, or doing up buttons, laces, etc.? Does the child enjoy hearing stories but shows no interest in written words? Can he/she clap a rhythm back? (Chivers, 2006) Is there a noticeable difference between the child’s ability and their actual achievement? Does the child miss out words when reading? Is the child reluctant to read aloud? Does the child get confused when following directions, for example when playing a game? (Dyslexia Parent)

HOW COMMON IS DYSLEXIA? It may affect one out of five children in the classroom setting An estimated 15% of the population has reading difficulties (Marshall, 2010).

HELPING STUDENTS AT-RISK SUCCEED Use multisensory methods for teaching reading, writing and math Use memory mnemonics When teaching vocabulary encourage students to draw pictures or act out new words(I have to go back to ebscohost for this source) Modify teaching methods and educational environment to meet the specific needs of the individual with dyslexia Early identification and interventions Support of family and friends (NINDS, 2010)

HELPING STUDENTS CONTINUED.. Improving the child’s self-confidence is critical to their academic growth and success (Dyslexia Parent, 2007). Help student to organize with folders and color- coded systems (Dyslexia Teacher) Praise is also important, but it must be appropriate and genuine Help to organize work and schedules Encourage good posture and writing techniques (Dyslexia Parent, 2008)

IMPLICATIONS FOR WRITING INSTRUCTION

INSTRUCTIONS FOR READING INSTRUCTION

REFERENCES