Transcript Slide 1

Dyslexia:
Your Questions Answered
Dyslexia as understood in a
Neuro-developmental Model of Assessment
and Interventions
1
Agenda

Housekeeping

Introduction of Lexicon Team

Presentation

Discussion
2
Introduction Lexicon Team
Rudolf Stockling
MSc (Psych) MAPS Registered Psychologist NSW Australia
Educational Psychologist
Director of Assessment Lexicon Reading Centre
Praveen Vasanthakumari
MSc (Psych), Sp. Ed., Education Therapist
Learning Specialist
Saloni Krishnan
MSc Cognitive Sciences BASLP
Communication and Speech and Language Therapist
Rania Anis Bin Taleb
MSc SPM PMI Member
Managing Director
www.lexiconreadingcenter.org
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Presentation Outline
1.The
Neuro-developmental Model:
Recap
2.Dyslexia:
What is it ?
Scientific Theories of Dyslexia
3.Dyslexia:
Who has it ?
Characteristics of Dyslexia
4.Dyslexia:
What to do about It ?
A) Assessment b) Interventions
5. Discussion
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1. Neuro-developmental Model
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Eight Constructs
􀂄 Attention
􀂄 Higher Order Cognition
􀂄 Language
􀂄 Memory
􀂄 Neuro-motor Function
􀂄 Social Cognition
􀂄 Spatial Ordering
􀂄 Temporal-Sequential Ordering
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Attention Control
Social
thinking
Memory
The
Neurodevelopment
Systems
Higher
Order
Thinking
NeuroMotor
Language
Spatial Order
Sequential
Ordering
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2. Dyslexia: What is it ?
Scientific Theories of Dyslexia
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I saw a red surfbord laying on the rode. It
look like my friend so I hid it in the bushis
just in case. When I whent to the beach I
saw my frend Spence he had his bord….
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Visual problems in reading
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Definition of the
International Dyslexia Association
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.
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How Widespread is Dyslexia?
% w/ reading
disability
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Current research shows that
approximately 15-20% of the
population has a reading
disability.
Likely to
be dyslexic
School
population
Of that 15-20%, 85% are dyslexic
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Neural Basis of Reading
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Left inferior frontal
gyrus
Left temporo-parietal
cortex
Left infero-temporal
cortex
Speech
sounds
Alphabetic code
Visual word
form
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Dyslexia
Brain Briefings, Society for
Neuroscience
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Major Current Dyslexia: Theories
1.Phonological Deficit Hypothesis
2.Double Deficit Hypothesis
3.Automaticity Deficit Hypothesis
4.Cerebellar Deficit Hypothesis
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1. The Phonological Deficit Hypothesis
Cause of Reading difficulties is in
phonological processing such as
problems in
• sound segmentation
and
• in
word blending
both are critical for the development of
reading and spelling.
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2. The Double Deficit Hypothesis
Two crucial deficits:
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(i) Phonological processing problems
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(ii) Rapid processing problems
(naming speed, comparing same different speed)
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3. The Automatization Deficit Hypothesis
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The concept of an ‘automatization deficit’
explains the range of problems shown by
dyslexic children.
Dyslexic children will have difficulties on any
task that requires automatisation of skill.
Even on task where they appear to be
performing normally they have to try harder to
achieve the same results.
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2. The Cerebellar Deficit Hypothesis
Cerebellum may be an underlying causal
factor for all the characteristics explained
by the other theories
 Cerebellum has many functions such as
balance, motor control etc.
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Cerebellum
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The role of the cerebellum in dyslexia
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It’s role in making processes automatic relates to
the difficulty experienced for Dyslexic people to
become fluent readers.
Why specific to reading?
Severe problems arise for reading and spelling,
because they require both good phonological
skills and good automatisation - double
difficulty!
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Questions
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How different are these theories?
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Is this like the four men and the elephant?
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Six Blind Men
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Effect Size
1
-6
-7
-8
-9
-10
Balance Dual
Spelling Age
Reading Age
Segmentation
Bal. 1 ft Blindfold
Balance 1 Foot
Nonword Repetition
Letter Naming
Picture Naming
Lexical decision
Articulation Time
Balance
Colour Naming
Selective CRT
Digit Naming
Phon. Discrimination
Visual Search
Pegboard
Rhyme
Bal. 2 ft. Blindfold
Beads
Memory Span
Performance IQ
Simple Reaction Time
Balance 2 Foot
IQ
Verbal IQ
Difficulties experienced by dyslexic
children
0
-1
-2
-3
-4
-5
Psychometric
Phonological
Speed
Motor Skill
Balance
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Answers
Answer:
(i) Different theories are at different levels of
explanation
(ii) The type of explanation that is most valuable
depends upon the question you are asking!
(iii) It may be that different dyslexic children suffer
from different underlying causes.
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Why Are many Dyslexic Children
Clever?!
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The cerebellum is needed for unconscious
development of skill fluency. Skills can be
acquired without the cerebellum .
The traditional seat of intellectual behaviour, the
frontal lobes of the cortex, may well be
completely spared, or even over-achieving.
IQ, metacognition, strategy use, knowledge etc.
are all fine.
Dyslexia is not related to Intelligence
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3. Dyslexia: Who has it ?
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Characteristics of Dyslexia
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How do we recognize a child with dyslexia
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2-D learners
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Have talent for language
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Good at sequence and time and events
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Memory for abstract symbols—letters stand for
something
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3-D learners
Have a talent to make, do, draw, build
Often intuitive, creative, and good imagination
May take up to 1500 repetitions of seeing a
word or letter to remember it
Do not do well with idioms
“knock it off”
Often seen as lazy or immature
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Not a Single Pattern that Identifies a
Student with Dyslexia
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Some
Reverse letters—others do not
 Show related problems with spoken language—
others do not
 Have problems with attention—others do not
 Have trouble retrieving words to recall them
quickly—others do not
 Have trouble with math—others are talented in
math
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Some
Have problems with organization—others do
not
 Appear insensitive to others—others are very
sensitive
 Have a low self-esteem—others do not
 Have difficulty with handwriting—others do not
 Have a slow rate of writing—others do not
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A Student with Dyslexia has a Unique
Pattern Much Like Your Fingerprint
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Person who reads well with poor Comprehension
Inaccurate reader with ok comprehension
Extremely slow reader
Strong speller and the slow reader
Adequate reader who has difficulty with all written
expression including copying and spelling
One that has trouble with all of the above
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Activity 1: Signs of Dyslexia
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1. Participants describe to each other a child
they know who has been diagnosed with
Dyslexia
2. Group discusses the age appropriate warning
signs described in the handout
3. Add any other signs that you have observed
4. One member reports to all participants
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Warning Signs in Preschool
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Delayed speech; slow to add new words;
difficulty finding the right word
Mixing up sounds or syllables in long words
Poor memory for nursery rhymes
Difficulty learning colours, days of week,
numbers, shapes
Difficulty learning how to spell or write name
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Warning Signs in K-3
Difficulty understanding
 that words can be separated into parts
(firetruck: fire and truck)
 that words can be separated into sounds (tip =
/t/ /ĭ/ /p/)
 Difficulty learning letter names and sounds
 Difficulty reading single words; relies on
context clues to recognize words; Can’t
remember sight words
 Slow choppy, inaccurate oral reading
 Difficulty with daily spelling
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Warning Signs Grades 4th – High School
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Has difficulty spelling – may use simplified
vocabulary when writing.
Continues to have reading difficulty
Lacks fluency; reads slowly; avoids oral reading
Avoids reading for pleasure
Difficulty finding the right word when speaking
Dreads going to school
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Effects of dyslexia reach far beyond
the classroom
 Self-image
of being dumb or “different”
 Feeling of being less capable than they
really are
 Stress due to academic or social problems
 Discouraged about continuing in school
 Feelings
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Important to remember that
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students with dyslexia can learn
They just learn in a different way
 Not a disease or result of an accident or injury
but rather it describes a kind of mind
 Often gifted and productive mind that learns
differently
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4. Dyslexia
What to do about it ?
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Assessment of Dyslexia
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What do consider
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Possible other issues / co morbidities
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Cognitive Ability (Gifted / Slow Learner)
(Language / Non-verbal Issues
Psychological issues (ADHD / Anxiety Motivation / Self
Esteem / Family Issues)
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A thorough assessment is essential to determine the
exact nature of the learning difference and to exclude
alternative explanations for the problem
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A diagnosis leads to a remediation plan
and
recommendations for interventions
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Assessment Steps
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Referral
Data Gathering
Testing
Psychological
Issues
Ability (Language, Perceptual, Memory, Processing)
Achievement (Reading / Maths / Listening /
Oral
Language)
Reading / Writing Behaviour
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Intervention Plan Formulation
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Data Gathering Informants
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Information about the student
• Student’s work samples, Test Results Reports
•
Teacher’s observations (Interview,
Questionnaires, Informal)
•
Parent (Interview, Questionnaires)
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Areas of Data Gathering
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Vision/hearing
Teacher reports
Previous assessments
Accommodations/
Modifications (classroom
teacher)
Academic progress
reports
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Samples of school work
Parent conferences
Speech/language
(previous referrals)
OT, other interventions
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Assessment Instruments
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Have to be valid
Culturally appropriate
Assess the specific areas of educational need;
not to provide a single general IQ
Have to accurately reflect student’s aptitude,
achievement level and specific learning profile
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Assessment of General Issues
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Psychological Questionnaires (Parents /
Teachers / Students) (Achenbach System of
Empirically Based Assessment ASEBA)
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Learning Style (Parents / Teachers / Students)
Cognitive Processing Inventory (CPI)
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Ability Wechsler Intelligence Scales (WISCIV, WPPSI-III)
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Achievement (Wechsler Individual Achievement
Test WIAT-II)
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Others depending on need
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Literacy Specific Assessment
Instruments
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Reading single words in isolation
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Word Decoding
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Wide Range Achievement Test 3 (WRAT-3)
WIAT-II Word Reading
WIAT-II Pseudoword Decoding
Phonological Awareness
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Phonological Awareness Test (PAT)
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Letter Knowledge
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Fluency / Rate and Accuracy:
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WIAT-II Reading Comprehension
Spelling:
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WIAT-II Reading Fluency
Reading Comprehension:
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WIAT-II Word Reading
WIAT-II Spelling
Orthographic Encoding / Decoding -Phonetic Reading Chain Diagnostic
Assessment
Reading
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Differential Diagnosis
Good evidence for three forms of disability
in reading that
 co-occur and
 occur in isolation
1. Word recognition
2. Comprehension
3. Fluency
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Activity 2 : CASE STUDIES
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Each Group receives the assessment profile of a
child.
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Look at the assessment profile and discuss if
that child could be diagnosed with Dyslexia.
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We do first Case Study together
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SS Standard Scores Distribution
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Very Superior Range
Superior Range
High Average Range
Average Range
Low Average Range
Borderline Range
Extremely Low
>130
120-130
110-120
90-110
80-90
70-80
<70
2.2 % of Students
6.7 % of Students
16.1.% of Students
50.% of Students
16.1.% of Students
6.7 % of Students
2.2 % of Students
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Case Study 1: Rania/ Year 5
WISC-IV Full Scale IQ
Average
WIAT-II:
Listening Comprehension
Word Reading:
Reading Comprehension
Pseudoword Reading
Spelling
Alphabet:
No difficulty
Consonant sounds:
19/21
Short-vowel sounds:
1/5
105
77
77
67
83
Dyslexic?
Yes / No
Phonological Awareness: 85
Phonological Memory:
103
Rapid Naming:
91
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Case study: Praveen Year 4
WISC-IV FSIQ
Average Range
WIAT-II:
Word Reading:
73
Reading Comprehension 98
Listening Comprehension: 104
Pseudoword Reading
89
Spelling
75
Phonological Awareness: 85
Phonological Memory: 97
Rapid Naming:
76
Dyslexic?
Yes / No
Alphabet: no difficulty
Consonant sounds: 19/21
Short-vowel sounds: 4/5
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Case study: Rudy Year 5
WISC-IV FSIQ
Low Average Range
WIAT-II:
Listening Comprehension 96
Word Reading:
103
Reading Comprehension 118
Pseudoword Reading
101
Spelling
102
Phonological Awareness: 100
Phonological Memory:
88
Rapid Naming:
88
Dyslexic?
Yes / No
Alphabet: no difficulty
Consonant sounds: 20/21
Short-vowel sounds: 2/5
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Case study: Saloni Year 5
WISC-IV
Borderline Range
WIAT-II:
Reading Comprehension
86
Word Reading
78
Pseudoword Decoding
82
Spelling
80
Alphabet: unable to recite or write
Naming lower case letter:
Consonant sounds:
25/26
18/21
Yes / No
Short-vowel sounds: 5/5
Phonological Awareness:
Phonological Memory:
Dyslexic?
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IMPORTANT
Tests Do Not Evaluate, they give Information
People Do Evaluate
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4. What to do about it ?
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B Interventions
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Reading Rope
LANGUAGE COMPREHENSION
● Background Knowledge
● Vocabulary Knowledge
● Language Structures
● Verbal Reasoning
● Literacy Knowledge
SKILLED READING:
fluent execution and
coordination of word
recognition and text
comprehension.
WORD RECOGNITION
● Phonological Awareness
● Decoding (and Spelling)
● Sight Recognition
Reading is a multifaceted skill, gradually acquired over years of instruction and practice.
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p. 54
Principles of Interventions
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Based on thorough Assessment and knowledge of
learner
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Measurable goals developed after assessment
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Identifies strengths
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Determines the skill deficits to be addressed
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Uses preferred learning modalities
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Active participation of learner
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Strategy based on the above
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Major Intervention Strategies
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A Multisensory Instruction
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B Guided Discovery
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C Mastery Learning
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A Multisensory Teaching
Uses the Four Pathways of Learning
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Auditory
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Visual
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Kinaesthetic
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Tactile
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Multisensory Teaching
Simultaneous and alternative deployment
of visual, auditory, kinaesthetic, and tactile
sensory modalities that supports the
connection of oral language with visual
language symbols
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Multisensory Teaching
Example: /k/ = ck
Discovering a new letter-sound association by
listening to words with the same sound in the final
position while looking at the mouth in a mirror
feeling how it’s made, seeing a list of the words
and writing the new digraph.
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It is a systematic stepby-step approach,
proceeding from the
simpler to the more
complex in orderly
progression in an
upward spiral of
language development.
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What is Taught?
Phoneme and Phonological Awareness
 Sound-Symbol Association
 Syllable Instruction
 Morphology
 Syntax
 Semantics
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Using Multisensory Strategies
Auditory
•Discriminate number of sounds in spoken words
•Say key word and sound
•Segment spoken word into syllables
•Listen for base words, roots and affixes
•Paraphrase sentences accurately
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Using Multisensory Strategies
VISUAL
* Look at mouth to see mouth position
* Look at card with letter and key word
* Look at printed word to identify vowel sounds
and number of syllables
* Identify base words, prefixes and suffixes
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Using Multisensory Strategies
Tactile
•Feel voicing airflow /th/
•Form letters with play dough
Write in sand tray
•Feel sandpaper letters and words
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Using Multisensory Strategies
Kinaesthetic
•Arrange letters in alphabetical order
•Use tokens to segment sounds in spoken
words
•Feel movement of articulatory muscles
when phonemes are spoken
•Build words with syllable cards
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LESSON PLAN FORMAT
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Alphabet/Phonemic Awareness
Letter Sounds Review
Spelling Sounds
Discovery of Linguistic Concept
Handwriting
Reading Practice
Spelling Practice
Review of Today’s New Learning
Extended Reading/Writing
Listening/Comprehension
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Activity 3: Multisensory teaching
Task: Teaching consonant blends
1.
2.
3.
4.
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5.
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6.
Demonstration
Group teaching of blends ‘sl’, ‘br’, ‘tw’ and ‘sm’
Visual: Presenting blend printed on flash card.
Auditory: Say the name of the blend ,say the key word of the
picture & then the sound of the blend.
Student repeats the key word and the sound of the blend.
Teacher says sound and student repeats
Kinaesthetic: Student writes the blend, copying from the
model, saying name as he/she writes it.
Student writes it from memory, reads what has been written and
giving the sound.
Student writes blend with eyes closed – to enhance kinesthetic
feed back.
Tactile: Form the blend with play dough while saying it
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B Guided Discovery
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Guided discovery involves the student’s
pathways of learning.
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(Auditory/Visual/Kinaesthetic/Tactile)
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Socratic questioning or “guided questioning” is
leading students to the answers without telling
them.
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Because of the memory systems and the need
to stimulate multiple modalities, the
“discovery” approach to instruction is effective
with dyslexic students.
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Auditory Discovery
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Uses questioning techniques for auditory
discovery,
linking the new to the known, and
building on similarities or differences.
 What
do you hear that is the same?
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Visual Discovery
After auditory discovery,
the visual symbols representing the new concept
or phoneme are presented
using questioning techniques to lead students to
self-discovery.
 What
do you see that is the same?
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Kinaesthetic / Tactile Discovery
Skywriting / Walking Shapes/ Play dough
creation of symbols
 Are some of the techniques used in
kinaesthetic-tactile discovery
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Make, Trace & Copy letter shapes
Workbook
Spelling Notebook
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Elements of Discovery Learning
Develops natural
curiosity to learn
Brain Power
Links new with old
knowledge
Holds interest
Active
participate
responsibility
Discovery Learning
Strengthens
knowledge of
relationships
between concepts
Develops
ability to
retrieve
information
Develops
decisionmaking skills
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C Mastery Model of Teaching and
Learning

Uses the Following:
 Prior Knowledge
 New Learning
 Review
 Practice
 MASTERY
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Mastery Model of
Teaching & Learning
feelings
concepts
ideas
Prior
Knowledge
memories
motivations
experiences
New Learning
cumulative
Review
Short term memory
Practice
automaticity
Mastery
95%
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Introduce
Review
Practice
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Mastery Model Teaching
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Simultaneous Multisensory Instruction
Guided Discovery
Intense Instruction/Consistent Practice
Systematic and Cumulative
Synthetic and Analytic
 Synthetic: how letters come together to
form a word
 Analytic: breaking a word into smaller parts
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Periodic measures of progress
Bench Mark Measures determine progress at each
level of training
 Assures teacher that student’s knowledge is secure
before advancing to next level
 Success on each measure serves as motivational
incentive for student while encouraging selfconfidence
 New learning based on well-established concepts to
enable student to integrate skills systematically,
successfully, and permanently
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Conclusion:
Effective Scientific Instruction
individualized
multidisciplinary
multisensory
synthetic-analytic
Systematic
Cumulative
Communicative
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If instruction is planned to meet the
differing needs of learners, it is
individualized.
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If instruction is based on the knowledge
and skill of experts from many fields,
including education, psychology, and
language theory we call it
multidisciplinary.
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
If the sounds of the letters can be blended into
words for reading, and the words can be divided
into the sounds they are made of for spelling and
writing then we call the process
synthetic-analytic.

If instruction simultaneously uses the
learning pathways of visual (seeing),
auditory (hearing), and kinaesthetic
(movement), tactile (touch)
then it is multisensory.
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Material is organized and taught in a way that
is logical and fits the nature of our language.
The procedure is systematic.
The learner moves, step by step, in order, from
simple, well-learned material to that which is
more and more complex, as he or she masters
the necessary body of language skills. The
teaching is sequential.
Each step of the way is based on those already
learned. The process is cumulative.
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The
ultimate goal is for a student to understand
the reasons for what he is learning so that he can
think his way through language problems. The
purpose of it all, from recognizing a letter to
writing a poem, is getting meaning from one
person’s mind to another’s. Communication is
paramount.
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GOOD NEWS!!!!

Good news is that students with dyslexia can be helped
to cope with their difficulties if their learning profile is
scientifically diagnosed and if they are taught on
evidence based methodologies

using multisensory teaching methods, within a
discovery learning framework to mastery level of each
skill

they can learn to read and write to a level appropriate to
their general ability.
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
Perhaps most important of all, with the
understanding, support, and encouragement
of parents and teachers they can avoid the
hurt and burden of failure and frustration
that affects their lives.
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