1. Dyslexia
Mississippi Handbook

2. Definition of Dyslexia
A language processing disorder that may be manifested by difficulty processing expressive or receptive, oral or written language despite adequate intelligence, educational exposure and cultural opportunity. Specific manifestations may occur in one or more areas, including difficulty with the alphabet, reading comprehension, writing, and spelling

3. Related Disorders Developmental auditory imperceptions Dysphasia
Specific developmental dyslexia
Developmental dysgraphia
Developmental spelling disability

5. Diagnosing Dyslexia Observation is best method of diagnosis
Best people to diagnose
Parents
Teachers
Physicians
Professionals
Ask questions
Family history of similar problems?

6. Common Characteristics
Learning delays
Reading Problems
Writing Difficulties
Auditory language difficulties
Speaking Difficulties
Directional Problems
Study Skills

7. Learning Delays Learning to talk
Establishing preferred hand for writing
Learning letters of the alphabet
Achieving motor milestones

8. Reading Issues Slow reading speed Word substitutions in oral reading
Error proneness in reading
No enjoyment of reading leisurely
Difficulty learning to read
Difficulty with reading comprehension
Difficulty remembering printed words

9. Writing Difficulties Repeated erratic spelling errors
Difficulty sequencing the alphabet correctly
Cramped or illegible handwriting
Poor visual memory for language symbols

10. Auditory language difficulties
Word finding
Fluency
Meaning
Sequencing

11. Speaking Difficulties
Difficulty in finding the "right" word when speaking
Difficulty speaking in public

12. Directional Problems Difficulty transferring info from heard to seen
Difficulty sequencing steps or directionality
esp. in math
Reverses letters or poor sequences of letters
Late in learning directional components
i.e. left/right or up/down

13. Study Skills Easily distracted Forgets or leaves assignments
Loses books, pencils, assignments, notes, etc.
Difficulty completing task within the given time limit

14. First Steps to Helping Student
Early identification
Identify strengths
Encouragement
Understanding
Set attainable goals

15. Provide Support Build a team support system Offer support
School resources
Community resources
Build a team support system
Parents
Educators
Professionals

16. Educator Do’s: Be Patient Be confident that students can/will learn
Exhibit empathy and understanding
Call attention to the students’ strengths
Encourage classroom participation
Include graphics
Provide rehearsal time before presentations
Discuss ways student can contribute to class
Use advanced graphic organizers
Provide required accommodations and modifications

17. DO NOT… Call attention to the student’s weaknesses
Require students to read and/or spell aloud in class
Become frustrated

18. Accommodations
“Any technique that alters the academic setting or environment”
Does not change the information or amount of information learned
Allows student to work with limitations

19. Accommodation Examples
Allow increased response time
Having un-timed or extended time
Taking tests in a quiet, isolated location
Assigning a scribe
An individual to write exact answers
Providing a reader or recording
Larger print
Special study sheets
Advanced graphic organizers

20. Modification
“Any technique which alters the work required in some way that makes it different from the work required of other students in the same class”
Helps the student cope
Allows for more accurate assessment

21. Modification Examples
Teacher’s notes or peer note taker
Reduced or altered assignments
Composing 10 instead of 20 sentences
Alternate format for test
Modified test
Track assignments with graphic organizers
Cooperative learning

22. Suggested Interventions for Reading
Subvocalization (moving lips while reading)
Use placeholder for keeping place
Finger
Index card
Pencil
Highlighter
Window card
Cursive traceover
Frequently used word/phrase practice `

23. Suggested Interventions for Reading
Alter lighting conditions (usually reducing it)
Colored film overlays
Books on audiotape
Advanced graphic organizers
Kurzweil 3000 or screen reader
Convert paper handouts to digital format
Screen reader
Lower reading level

24. Two Key Strategies for Composition Skills
Providing models for practice
Advanced graphic organizers

25. Study Skills: ? Place a question mark by unclear parts
Circle unknown words
Underline key words and phrases with a single or double line
[Bracket important info that is too long to underline]
Use graphic software to place key words and phrases into shapes
5. Number all main ideas
* Star key ideas
? Place a question mark by unclear parts

26. (2002) Mississippi Dyslexia Handbook: Guidelines and Procedures Concerning Dyslexia and Related Disorders. Revised. Access ERIC: FullText. Office of Reading, Early Childhood & Language Arts, Mississippi State Department of Education, 359 North West Street, P.O. Box 771, Jackson, MS Tel: ; Web site: Mississippi State Dept. of Education, Jackson.: 90.
This handbook of procedures related to dyslexia is designed to provide guidelines for Mississippi school districts, teachers, and parents in the identification and instruction of students with dyslexia, to assist regular educators in gaining current information concerning dyslexia, accommodations and modifications, and to provide information on instructional programs designed to meet the unique needs of students with dyslexia. Following an introduction and discussion on the characteristics associated with students with dyslexia, the handbook outlines specific academic modifications and accommodations for helping students with dyslexia maintain or regain self-esteem and academic integrity. Suggested interventions are then provided for reading, spelling, handwriting, copying, writing composition, study skills, and organizational techniques. The intervention and identification process is also described, including the data gathering and review phase, provision of instructional interventions within regular education classrooms, assessment for dyslexia, and multisensory programming. Multisensory program characteristics are outlined, along with costs and contacts for programs that are currently being utilized to provide services to students with dyslexia. Appendices include provisions of state law, a referral form, a multisensory program review form, answers to frequently asked questions concerning students with dyslexia, and additional forms. (Contains 23 references.)