Transcript Symptoms-Solutions-Dyslexia-Literacy

Reid & Diane Lyon
www.ReidLyon.com
Symptoms & Solutions: dyslexia, literacy,
intervention, accommodations, and
modifications
SESSION II: (Q & A)
Friday, October 14, 2011
2:30 p.m. - 4:00 p.m.
Fundamental Learning Center
Dyslexia page was last modified
Oct. 8, 2011
Dyslexia is a broad term defining a learning disability
that impairs a person's fluency or comprehension
accuracy in being able to read,[1] and which can manifest
itself as a difficulty with phonological awareness,
phonological decding, othographic coding, auditory shotterm memory or rapid naming.[2][3] Dyslexia is separate
and distinct from reading difficulties resulting from other
causes, such as a non-neurological deficiency with
vision or hearing, or from poor or inadequate reading
istruction.[4][5] It is believed that dyslexia can affect
between 5 to 10 percent of a given population although
there have been no studies to indicate an accurate
[6][7][8]
LANGUAGE COMPREHENSION
BACKGROUND KNOWLEDGE
VOCABULARY KNOWLEDGE
LANGUAGE STRUCTURES
VERBAL REASONING
Skilled Readingfluent coordination of
SKILLED
word
reading and
comprehension
processes
LITERACY KNOWLEDGE
WORD RECOGNITION
PHON. AWARENESS
DECODING (and SPELLING)
SIGHT RECOGNITION
The Many Strands that are Woven into Skilled Reading
(Scarborough, 2001)
Effective Reading Instruction
“Reading instruction effectiveness lies not with
a single program or method but, rather, with a
teacher (parents) who thoughtfully and
analytically integrates various program,
materials, and methods as the situation
demands.”
(Duffy & Hoffman)
READING INSTRUCTION MUST BE
INTEGRATED FROM KG- G12
• If a critical component is missing, students who
are at risk will not develop the essential skill
• Success and failure in reading are opposite sides
of the same coin- it’s the same theory, not two
theories, one for success and another for failure
• Instruction is the key!
Many people who struggle with reading…..
.
…..
are delayed in the development of phonemic awareness.
have had less exposure to print and the alphabet.
have vocabulary that are usually less well developed
– ½ in poor children compared to other children.
have a range of experience and conceptual knowledge
that is often limited or different compared to other
students.
What the National Reading Panel Says
About the Role of Vocabulary in
Reading Instruction
http://www.nationalreadingpanel.org/
What the National Reading Panel Says
About the Role of Vocabulary in
Reading Instruction
Learning in rich contexts is valuable for vocabulary
learning. Vocabulary words should be those that the
learner will find useful in many contexts. When
vocabulary items are derived from content learning
materials, the learner will be better equipped to deal
with specific reading matter in content areas.
http://www.nationalreadingpanel.org/
What the National Reading Panel Says
About the Role of Vocabulary in
Reading Instruction
There is a need for direct instruction of vocabulary items
required for each specific text.
Repetition and multiple exposure to vocabulary items
are important. Students should be given items that will
be likely to appear in many contexts.
(Reprinted from National Reading Panel, 2000, p. 4-4)
http://www.nationalreadingpanel.org/
Reading Comprehension Non-Negotiables
 A student must be able to read correctly,
approximately 95 percent, of the words
accurately in text to comprehend what is read.
 MOREOVER, to comprehend, a student must
know the meanings of 90 to 95 percent of the
words being read.
What does it take to comprehend text?
• Readers who read well are active readers
• Readers who have clear goals in mind for their
reading comprehend well.
• They constantly evaluate whether the text, and their
reading of it, is meeting their goals.
• Readers who read well typically look over the text
before they read, noting such things as the structure of
the text and text sections that might be most relevant
to their reading goals.
WHAT DOES IT TAKE TO UNDERSTAND
WHAT YOU READ?
Read different kinds of text differently. For example, when
reading narrative, attend closely to the setting and characters
When reading expository text the reader frequently construct
and revise summaries of what they have read.
Expository text is nonfiction reading material. The intent of these
written works is to inform as a fact
text processing occurs not only during ‘reading’ as we have
traditionally defined it, but also during short breaks taken
during reading, and even after the ‘reading’ itself has
commenced. (started)
Reading Fluency
• Fluency is partly an outcome of word recognition
(Could make developing Speed into a game!)
• “ability to read connected text rapidly, smoothly,
effortlessly, and automatically with little conscious
attention to decoding” (Meyer, 2002)
• “rate and accuracy in oral reading” (Shinn et al.,
1992)
• “ immediate result of word recognition proficiency”
(NRP, 2000)
Why have we, as a Nation, not met our reading goal?
 The sheer magnitude of the reading crisis
in America
 The sheer complexity of reading
development and reading difficulties vary
 The complexity of an effective classroom
with effective leadership in the school
(implementation: time, $, people power)
http://www.rfbd.org/
Reading for the
Blind and
Dyslexia, DVD
and Books on
Tape
made a huge
difference in
Kyle’s and my
life.
www.freereading.org
Example:
Phonological
Awareness: Students
learn to identify and
manipulate the sounds
in spoken words
including skills such as
oral segmenting and oral
blending.
Letter Sounds:
Students learn to say the
most common sound for
printed letters.
Sounding Out:
Students learn to
decode printed regular
words
Word Recognition:
Students learn to
recognize common
regular words by sight
http://www.studygs.net
Time
Management
Problem solving
Thinking
Studying Skills
Learning w/
others
Response-to-Intervention Requires
• High quality core reading instruction.
• High quality core is differentiated.
• Differentiation requires adjusting instruction based on
student performance data.
• Students with performance indicating
risk for failure receive additional small
group instruction (Tier 2)
ies.ed.gov/ncee/wwc/publications/practiceguides/
Assisting Students Struggling with Reading: RtI
U.S. Department of Education
Institute for Educational Science
What Works Clearing House
Free so:
Order some
Print some
Share …….
http://www.fcrr.org/
Florida Center
Reading Research
disseminate
nformation about
research-based
practices related
to literacy
instruction and
assessment for
children in preschool through
12th grade.
Ed.gov/parents/needs/specied/edpicks.jhtml
Federal website
Learn the Law!
Learn about Federal
Funded
Research
Office of Special
Education and
Rehabilitative
Services, Overview
Information; Training and
Information for
Parents of Children
With
Disabilities--Parent
Training and
Information Centers
http://www.ed.gov/progra
ms/pirc/index.html
http://www.readingrockets.org/
Website For:
•
•
•
•
•
Parents
Teachers
Principals
Librarians
En espanol
-Colorín
Colorado
http://www.interdys.org/
IDA Website Dyslexia
•
•
•
•
News
Literature
Articles
Research
Know who you are listening to!
http: / / www . ahead.org
“AHEAD envisions
educational and
societal
environments that
value disability and
embody equality of
opportunity.”
AHEAD is a professional
membership organization
for individuals involved in
the development of policy
and in the provision of
quality services to meet the
needs of persons with
disabilities involved in all
areas of higher education.
website
Written by many who walked the walk!
•
The Crisis in Our Classrooms
Blaunstien, Lyon
• Armed with the Facts:
Shaywitz
• I Could Not Read Until I was 30
Diane Lyon
• A Parent’s Journey
Ankney
• A Parent’s Pressure Cooker
Garza
• Changing the Odds
Marion Joseph
and many more chapters….
What the National Reading Panel Says
About the Role of Vocabulary in
Reading Instruction
Resources
www.ReidLyon.com
www.deniseeide.com/
Susan Hall 90% reading goal
Free pdf: Google
talkingfingers.com/store/conte
nt/making-speech-visible
Resources
dyslexia.yale.edu/About_ShaywitzBios.html
http://www.leavingjohnnybehind.com/
Free pdf: Google
Free pdf
A Parent's Guide to Helping Kids with Learning
Difficulties
peterswife.org/LD/ParentsandReading.pdf
Questions to
Reid and Diane?
Thank you for your attention!
For questions or to schedule a workshop
email Diane :
Reading 4 all@ tx .rr.com
or visit:
www . ReidLyon.com