Dyslexia Characteristics and Instruction 2018 Dyslexia Simulation Dyslexia

Dyslexia Characteristics and Instruction 2018

Dyslexia Simulation Dyslexia for a Day https: //www. youtube. com/watch? v=-Tc. QDhwy. Pu. Y https: //www. youtube. com/watch? v=Zzn. FCz 6 V 1 c. M Passage Comprehension https: //www. youtube. com/watch? v=v. Nwu. Xbm. XOt. Y Visual images: https: //www. youtube. com/watch? v=RDFkwk. Sgjtg https: //www. youtube. com/watch? v=j 9 fsb 91 Vc. EA *TEA Dyslexia Handbook Revised 2007

Definition 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 12, 2002). *TEA Dyslexia Handbook Revised 2007

DYS = TROUBLE LEXIA = WORDS What Dyslexia IS • A word level reading disorder caused by problems with phonological processing • An impairment that the student can adapt to with intervention • A condition that occurs in students with adequate intelligence • A disorder of neurologic origin

WHAT DYSLEXIA IS NOT DYSLEXIA…. . is NOT a lack of intelligence. . is NOT due to a lack of effort. . is NOT a developmental lag. . is NOT uncommon: 5– 17. 5 % of population. . is NOT responsive to standard reading instruction

THE PICTURE OF DYSLEXIA (ALL SYMPTOMS DO NOT OCCUR WITH EVERYONE) ORAL LANGUAGE CHALLENGES LISTENING Phonological Awareness Auditory Memory (word sequences, phone numbers, remembering directions) Foreign Language SPEAKING Word Finding Multi-syllable Words Sequencing Ideas Foreign Language

THE PICTURE OF DYSLEXIA (ALL SYMPTOMS DO NOT OCCUR WITH EVERYONE) WRITTEN LANGUAGE CHALLENGES READING Mechanics SPELLING & WRITING Comprehension Expressing Ideas Mechanics Speed

Reading/Writing/Spelling Characteristics Primary Reading Spelling Characteristics • Difficulty reading single words in isolation • Difficulty accurately decoding nonsense or unfamiliar words • Slow, inaccurate, or labored oral reading (lack of reading fluency) • Difficulty learning to spell Reading/Spelling Characteristics associated with Dyslexia • Segmenting, blending, and manipulating sounds in words (phonemic awareness) • Learning names of letters and their associated sounds • Holding information about sounds and words in memory (phonological memory) • Rapid recalling the names of familiar objects, colors, or letters of the alphabet. (rapid naming) The Dyslexia Handbook, 2014 TEA, p. 8 -9

Successful Dyslexia Instruction “Effective literacy instruction is essential for all students and is especially critical for students identified with dyslexia. High-quality core classroom reading instruction can give students identified with dyslexia a foundation upon with intervention instruction can have a more significant impact. ” Evidenced –Based Components of a Dyslexia Program -Phonological Awareness - (internal sound structure of words) -Sound-symbol association - foundation for reading -Syllabication – 6 syllable types -Orthography-written spelling patterns and rules -Morphology – study of word parts -Syntax – grammar; how we create sentences to convey meaning -Reading Comprehension – extracting and constructing meaning from written text -Reading Fluency – reading with sufficient speed and accuracy so as not to interfere with comprehension. The Dyslexia Handbook 2014 TEA pp. 26 -27

Delivering Dyslexia Instruction Principles of effective Dyslexia Instruction include ALL of the following components: - Simultaneous, multisensory – use all learning pathways to engage the brain - Systematic and cumulative – begin with easiest and progress to harder concepts in a methodical fashion, based on elements previously learned - Explicit Instruction – teaching is presented and explained one concept at a time, rather than left to discovery through incidental exposure to text - Diagnostic teaching to automaticity – instruction should be prescriptive and based on individual needs - Synthetic instruction – teaching how parts (morphemes) make up the whole (derivative) - Analytic instruction – presents whole (derivative) and its component parts (morphemes). Each reading lesson should consist of teacher-directed, explicit, systematic instruction in 1. phonological awareness, 2. applying phonics and morphology, 3. applying background knowledge to unfamiliar words or concepts in material to be read, 4. both oral and silent reading with appropriate instructional materials, 5. activities to develop oral reading fluency, and 6. reading comprehension. The Dyslexia Handbook, 2014, TEA pp. 28 and 31.

NEW research related to Dyslexia Font A font designed for Dyslexic readers It contains characteristics, such as being darker at the bottom of the word to help students read. https: //my. dyslexiefont. com Evidenced –Based “Because reading does not come naturally to the human brain, children learning to read have to put much effort into associating their spoken language with alphabet and word recognition. To do this successfully, phonemic awareness is essential. In light of recent research, educators should have second thoughts about reading programs that delay phonemic awareness or that treat it as an ancillary skill to be learned in the context with general reading. ” How the Brain Learns to Read, Dr. David A. Sousa, p. 140

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Helpful Websites International Dyslexia Association Understood https: //dyslexiaida. org http: //www. understood. org Region IV Service Center Neuhaus Education Center www. esc 4. net/dyslexia Region X Service Center cms. region 10. org/default/index. cfm/dyslexia/dys lexia-homepage https: //www. neuhaus. org Smart Kids with Learning Disabilities www. smartkidswithld. org

References The International Dyslexia Association, Dyslexia In the Classroom: What Every Teacher Needs to Know. 2013. http: //files. dcida. org/dyslexiaintheclassroom. pdf The Dyslexia Handbook, Texas Education Agency. 2014 Dyslexia: What Teachers Need to Know, by Ron Schachter http: //www. scholastic. com/teachers/article/dyslexia-what teachers-need-know http: //www. visd. com/depart/special. Programs/dyslexia_handbook_teac herstrategies. pdf

Other References What You Need to Know About Your Dyslexic Students From one teacher to another, by Liz Ball http: //dyslexia. yale. edu/1 Teacher 2 Another. html Dyslexia. mtsu. edu: Articles, tips, and suggested classroom modifications for teachers of students with dyslexia. Interdys. org: The International Dyslexia Association is a non-profit research and advocacy organization. IDA offers resources to teachers and free scholarships to attend the IDA national conference. ldonline. org: Offers comprehensive information and advice on dyslexia and other learning disabilities for teachers and parents. Kidshealth. org: A good site for explaining dyslexia to kids. Includes a "listen" option, which will read the website text aloud. Dyslexia-teacher. co. uk: Articles and advice on teaching reading with a multisensory approach.

Certificate of Attendance Dyslexia Characteristics and Instruction This Certificate is Presented to _________________________________ for attendance in a professional development session that reviews characteristics, of dyslexia, new research, and best practices in educating students with dyslexia. Date: ________ Dickinson ISD