1. Am I seeing signs of dyslexia?
Diane E. Wood, C.A.L.T.
Licensed Dyslexic Therapist
Mansfield I.S.D.
Mansfield, Texas

4. Dyslexia: Language Based Learning Differences
Weaknesses:
Learning Letters & their sounds
Decoding Words
Reading Comprehension
Written Expression
Grammar/ Mechanics
Spelling
Rapid Word Retrieval
Strengths:
Verbal Communication
Visual Arts
Computer Science
Design
Drama
Electronics
Mathematics
Mechanics
Music and/or Sports

6. What is Dys-lex-ia? *Difficulties with:
*Neurobiological differences in the way the brain processes language
*Difficulties with:
Language
Accurate and/or fluent word recognition
Poor spelling
Poor decoding abilities
* Deficit in the phonological component of language
unexpected in relation to cognitive abilities of the person,
and the provision of effective classroom instruction has been provided

7. What does the research indicate?
Dyslexia is the result of a brain difference in the ‘wiring’
of the neural pathways & parts of the brain that are
related to language functioning & reading.
Difficulty in:
Processing speech sounds within words,
Making the connection between letter sounds &
the written letters,
Deficits in phonological awareness that appear
in kindergarten are predictive of difficulties
in learning to read.
Instruction in phonemic awareness & reading skills that is
intense, explicit, systematic, multisensory, & cumulative are
considered to have an impact on helping to ‘rewire’ the
dyslexic brain.

10. What do you see in the classroom? What does the parent notice?
*Poor decoding of individual words – word attack &
word recognition skills
*Slow, inaccurate oral reading
*Spelling difficulties – poor encoding skills
*Difficulties in written language
*Short-term memory & sequencing difficulties
*Difficulty producing homework in a reasonable time
*Low self-esteem

11. Concerned a child may be dyslexic?
Collect the following information:
Anecdotal notes recording classroom concerns,
TPRI, DRA, running records, sight word list
informal assessments,
List of accommodations provided and the results on
student’s performance,
Samples of student work
Parent conference notes, family history of dyslexia
Academic
data

12. Early Reading Intervention
Systematic and direct instruction in:
Phonemic awareness – noticing, identifying, & manipulating the sounds of spoken language
Phonics – how letters & letter groups represent the sound of
Spoken language
Sounding out words (decoding)
Spelling
Reading sight words
Vocabulary and concepts
Reading comprehension strategies

13. Early Reading Intervention cont.
Practice in applying these skills in reading and in writing
Fluency training
Enriched language experiences:
Listening to…
Talking about…
Telling STORIES

14. Pre-School Signs of Dyslexia
May talk later than most children
Difficulty with rhyming
Difficulty pronouncing words
Unable to recall the right word
Trouble learning numbers, colors,
shapes, how to spell/write his/her name

15. Common Signs of Dyslexia
Kindergarten – 2rd grade
Grades 3-4
Phonic decoding is a struggle
Inconsistent word recognition
Difficulty reading math
problems
Over reliance on context and guessing
Oral reading-choppy &
labored
Trouble segmenting & blending sounds
Poor letter-sound recall
Poor application of phonics
Inconsistent memory for words in lists
Mispronouncing words
Inability to spell phonetically

16. Common Signs of Dyslexia
Grades 5-6
Grades 7-8
Inability to complete tests
in a timely manner
Reverts to manuscript from cursive
Organization of writing is difficult
Decodes laboriously,
skips unknown words
Avoids reading; therefore, vocabulary declines
Slow reading, loses the meaning
Persistent phonological weaknesses, less obvious
Poor spelling & writing
Confusions of similar words
Does better with structured, explicit teaching of language

17. Common Signs of Dyslexia
History of reading & spelling difficulties
Avoids reading aloud & for pleasure
Oral reading is labored, not fluent
Writing & spelling problems
persist
Trouble with foreign language
study
* Can cope when given extra
time, study strategies &
structured language teaching
High School and Beyond

18. Reasons for difficulties
Poor development of phonological awareness
(segmenting, blending, manipulating)
Difficulty learning letter names/sounds
Poor phonological memory
Difficulty with rapid naming (recall of familiar objects, colors, etc.)

19. Difficulties lead to Poor word attack skills
Poor accuracy, fluency, and therefore, comprehension
Poor writing skills due to lack of phonological understanding
Dislike for reading; therefore, student does not read enough

20. Identification of Dyslexia
Poor performance in one or more areas of reading Unexpected for the student’s age Difficulty reading real words in isolation Difficulty accurately decoding nonsense words Slow, inaccurate/labored oral reading Difficulty with spelling Difficulty with the development of phonological awareness Difficulty with phonological memory Adequate intelligence

22. Myths about Dyslexia See backwards or reverse letters Will outgrow it
More boys than girls have dyslexia
Colored lenses and overlays will cure it
Left handedness predicted dyslexia
Cannot diagnose dyslexia until after 1st grade
What about reversals?
Reversals are more frequent and persistent
Reversals are not the cause of dyslexia

23. Classroom Accommodations
Extended time
Lack of penalty for spelling errors on assignments that preclude editing
Place emphasis on content & comprehension instead of the mechanics of reading, writing, spelling
Follow 504 accommodation plan for the student

24. Create a Dyslexic Friendly Classroom
Positive environment where making a mistake is acceptable
Flexible grouping
Multisensory Instruction (visual, auditory & kinesthetic modalities)
No dictation is required
No reading aloud is demanded without first checking competency
Learning ‘how to learn’ (study skills) are taught explicitly
Marking is positive
Flexible assessments

25. Dyslexic Friendly Classroom cont.
Instructions are given clearly
Information is given in bite-sized chunks
Thinking time is given after a question is asked
Students are praised for asking for help or clarification (red/green cards can help)
Spelling aids available: dictionaries, word cards, personal
spelling logs, electronic spelling checkers

26. How can parents help their dyslexic child?
Read aloud to child for the purpose of:
connecting pleasure with reading
exposure to quality literature
provide a good reading model
increase vocabulary
expand background knowledge
Minimum of 15 minutes per day
Fluency & Accuracy
Strategies such as repeated reading, tape-assisted reading & partner reading will improve fluency & accuracy
“3000 Instant Words” by Elizabeth Sakiey & Edward Fry-flashcards

28. Education of Educators
Structure of language
Language development and issues in second language learning
Psychology of reading acquisition
Use of screening, progress-monitoring, and diagnostic assessments to inform instruction

29. Future for each dyslexic child should be filled with HOPE!
Each dyslexic child’s life is to be defined by his/her strengths not by his/her weakness in reading, spelling, and/or writing.

30. An Achievable Goal
Almost every child with reading difficulty will progress yearly in relative standing, as a consequence of early, expert, intensive, collaborative intervention based on an understanding of best practices supported by research. Louisa Moats, Ed.D.

31. Q & A Q: How do people “get” dyslexia?
A: The causes for dyslexia are genetic & neurobiological.
Q: Is there a “cure” for dyslexia?
A: No, dyslexia is not a disease, and there is no cure.
With proper diagnosis, appropriate instruction, hard
work and support from family, teachers, friends, and
others, individuals who are dyslexic can succeed in
school and later as working adults.

32. Q & A Q: Can dyslexic people learn to read?
A: Yes, if children who are dyslexic get effective
phonological training in Kindergarten and 1st grade,
they will have significantly fewer problems in learning
to read at grade level than do children who are not
identified or helped until 3rd grade or later.

33. Did you know?
It is never too late for individuals with dyslexia to learn to read, process and express information more efficiently.
Research show that programs utilizing multisensory structured language techniques can help children and adults learn to read.

34. Sources of Information
The International Dyslexia Association
The Dyslexia Handbook, Revised 2007, Updated 2010
Procedures Concerning Dyslexia and Related Disorders,
Texas Education Agency
Basic Facts About Dyslexia & Other Reading Problems
Louisa Cook Moats & Karen E. Dakin
Overcoming Dyslexia
Sally Shaywitz, M.D.

35. 2012 Martin Institute Summer Conference
TASL Credit: Martin 219