Dyslexia Other Related Disorders Prepared by Connie Lindsey

Dyslexia & Other Related Disorders Prepared by Connie Lindsey Linda Miller Lara Nelson Wendy Storms

Dyslexia is. . . l. A learning disability characterized by problems processing language. l Problems may emerge in reading, spelling, writing, speaking, listening, and/or math.

Dyslexia is NOT. . . l The result of low intelligence. l Behavioral, psychological, motivational, or social. l “seeing backwards. ” l A disease; it has NO cure.

Many dyslexics l Are creative l Are talented in art, athletics, graphics, electronics, mechanics, drama, music, or engineering.

Many people with dyslexia. . . l Are very bright (IQ significantly above average). l Have profound difficulty breaking sounds into smaller parts. l Frequently reverse letters and words in both reading and writing.

Many people with dyslexia. . . l Have poor spelling. l Read and write far below their potential. l Have persistent reading and writing failure in spite of personal motivation and appropriate special instruction.

Schools provide help for dsylexia. . . l Through Section 504. l Through Special Education. l Trained teachers who provide appropriate instruction.

When sounds and letters do not connect: • Learning to read involves understanding how sound works within our environment. • Successful readers recognize that words and syllables are broken into smaller units of sound.

When students have trouble recognizing small units of sound (phonemes): Have students listen for repetitive sounds in a sentence. l When they have identified the sounds, then break down the sounds within the syllables of individual words and eventually break down the syllables into individual sounds (phonemes). l No writing takes place during this activity. l

When students have trouble recognizing small units of sound (phonemes): l Begin to work with individual words with fewer sounds and easily recognized vowels and consonants. l Examples: bat, cat, hill

To learn words with fewer sounds: l Teach word patterns. l Students should learn how the same sound repeats in many different words. l Nursery rhymes or commercial jingles rely on repetition of sounds and can be used for this activity.

When students have trouble recognizing small units of sound: l Have students listen to words and identify the sounds they hear. l Do not confuse students at this stage with the written letter-sound connection. l As students work from simple to more complex words, they can begin listening for blended sounds.

When students have trouble recognizing small units of sound: l Repetitive practice is important to be sure students retain the ability to identify sounds. l Only then should students move into written letters corresponding to sounds.

When students have trouble recognizing small units of sound: l Have students trace letters with magnetic letters, pencils, markers, crayons, and paint letters while saying the sound to help them internalize the letter sound connection.

When students have trouble recognizing small units of sound: l Use the knowledge of word patterns to begin similar patterns in spelling words. l Begin by associating spelling words with which the student is already familiar. l Connect spelling words to create simple sentences.

Activity for advanced students word patterns: l Write words on sticky notes and have students work together to sort them into categories according to sound and spelling.

When students have trouble recognizing small units of sound: l Some words must be learned as sight words and memorized. l Learning occurs through repetition. l A small part of each day should be set aside for practice through word games.

Word patterns activity for advanced students : l Students can work in pairs to make word cards (word on one side and definition on the other) and quiz each other.

Fluency l The ability to read aloud expressively with understanding. l When fluent readers read aloud, the text flows as if strung together like pearls on a necklace, rather than sounding halting and choppy.

For students having trouble tracking the direction of the reading: l Use an index card with an arrow drawn on it pointing from left to right as a guide. l Placing the card under the sentence also helps to limit distractions.

For students having trouble tracking the direction of the reading: l Use highlighters to color code reading selections. l Identify main idea, important information, and vocabulary.

For students having trouble tracking the direction of the reading: l Break reading selections into more manageable segments. l Assign only the essential portion of a chapter so students won’t feel overwhelmed.

For students having trouble tracking the direction of the reading: l Audio cassettes facilitate fluency for all students, not just those with reading problems. l Most textbooks and reading series are available on tape.

For students having trouble tracking the direction of the reading: l Have students read chorally while the teacher leads them. l Gradually assign groups for different character and narrator responses.

Comprehension l When students spend too much time reading a selection, they may not gain meaning from the text they read. l Comprehension “involves the complex process of matching information from our prior learning experiences with the content of the text. ”

When students have trouble comprehending what they are reading: l Read the text aloud while guiding the reader. l Use questioning and cues to allow struggling readers to follow along.

When students have trouble comprehending what they are reading: l Change the pace of the reading. l Divide the text into more manageable parts.

When students have trouble comprehending what they are reading: l Preview text before reading it. l Have students read the title, look at any illustrations, and review the table of contents. l Make predictions about the content.

When students have trouble comprehending what they are reading: l Provide an outline or overview in advance. l Color code the important information and vocabulary.

When students have trouble comprehending what they are reading: l Do hands-on activities and provide examples. l Create story maps with pictures, words, or phrases.

When students have trouble comprehending what they are reading: l Use graphic organizers to present new information about abstract concepts. l Create character maps to understand characters’ traits and feelings.

Helpful Resources l International Dyslexic Association http: //www. interdys. org/ l Texas Education Agency: Dyslexia in Texas http: //www. tea. state. tx. us/special. ed/reading/dyslexia. html

Helpful Resources, cont. l Texas Scottish Rite Hospital Luke Waites Child Development Center http: //www. tsrhc. org/p_outreach_program. cfm l Dyslexia: Multi-sensory Teaching Methods http: //www. dyslexia-teacher. com/t 6. html

Sources l l l Gillet, Jean Wallace and Alan N. Crawford. Understanding Reading Problems. Boston: Pearson, 2004, 454 -460. Johnson, Jody. Dyslexia Training for Angelo State University. San Angelo, TX: ESC Region XV, 1999. Kaufman, Lorna N. , Ph. D. and Pamela E. Hook, Ph. D. The Dyslexia Puzzle: Putting the Pieces Together. Newton, MA: NEBIDA, 1998. Modifications for the Dyslexic Student in the Classroom. Dallas: Texas Scottish Rite Hospital for Children. The Dyslexia Handbook. Austin: Texas Education Agency, 2001.