Transcript DYSLEXIA - Killeen Independent School District

Dyslexia:
Definitions and Services
Created by: Tracie Young
RICA Teacher
Montague Village Elementary
Myth #1- Dyslexic children
see letters and words
backward, which causes
reversals (ex: reading
“saw” instead of “was”)
Fact #1- Dyslexic children
have trouble NAMING but
not copying letters.
Backward writing and
reversals of letters and
numbers are COMMON in
the early stages of writing
development among all
children (Shaywitz, 100).
Myth #2- True dyslexia is
uncommon, affecting fewer
than 5% of the population.
Fact #2- According to the
Connecticut Longitudinal
Study, “reading disability
affects approximately one
child in five” (Shaywitz, 30)up to 20% of the population.
Myth #3- Dyslexia is more
prevalent among boys than
girls.
Fact #3- Boys are more
commonly DIAGNOSED with
dyslexia than are girls (as
much as 5:1), but when
tested in a research-based
manner, a comparable
number of boys and girls are
identified as reading disabled
(Shaywitz, 32).
Myth #4- Dyslexia is simply a
developmental lag and kids
will grow out of it over time.
Fact #4- Based on the
Connecticut Longitudinal
Study, dyslexia is a “chronic
condition that does not
represent a temporary lag in
reading development”
(Shaywitz, 33).
Myth #5- There is no way to
truly diagnose or predict
dyslexia.
Fact #5- Dyslexia is a
congenital condition that
no only runs in families but
appears to be carried as a
genetic trait (Shaywitz,
99). Brain imaging maps
have shown that people
with dyslexia actually
process words in a
different part of the brain
than non-dyslexics.
(Shaywitz, 87).
Myth #6- Dyslexia cannot be
treated.
Fact #6- Dyslexia CAN be
accurately identified and
treated! The core problem in
dyslexia is being able to turn
print into sound. With
intensive instruction,
students can be taught to
overcome this deficit
(Shaywitz, 82).
Additional Facts
 Students can be dyslexic and
TAG identified.
 Students can be identified as
early as age 6.
 Students with dyslexia have
difficulty with both decoding
and encoding.
 Reversals are not relevant to
diagnosis.
 There is no single test for
dyslexia. We must look at an
entire profile of the student.
Additional Facts
 Many dyslexic students can
comprehend well.
 Dyslexic students may do
quite well on STAAR.
 A dyslexic student shows
strengths in the areas of oral
and verbal comprehension.
They have an average to
above average ability to
learn and comprehend when
material is presented orally.
Many also show strengths in
the area of Math
computation.
International Dyslexia Association’s
Definition of Dyslexia
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.
Definition of Dyslexia according to the Texas
Education Code
TEC 38.003
“Dyslexia” means a disorder of constitutional origin
manifested by a difficulty in learning to read, write, or
spell, despite conventional instruction, adequate
intelligence, and socio-cultural opportunity. 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 my include problems in reading
comprehension and reduced reading experiences that
can impede growth of vocabulary and background
knowledge.
Four Primary Characteristics
of Dyslexia
 Difficulty reading real words in isolation.
 Difficulty accurately decoding nonsense
words.
 Slow, inaccurate, or labored oral
reading (lack of reading fluency).
 Difficulty with learning to spell.
Characteristics are the
result of difficulty with the following:
• The development of phonological awareness
(including segmenting, blending, and
manipulating sounds)
• Learning the names of letters and their
sounds
• Phonological memory
• Rapid naming of familiar objects, colors, or
letters of the alphabet
Secondary Consequences
 Variable difficulty with word recognition in isolation or in
context
 Variable difficulty with aspects of reading
comprehension
 Variable difficulty with aspects of written composition
 A limited amount of time spent in reading activities
Cognitive Ability
 The student must demonstrate cognitive ability to
support age-level academic learning.
 Academic strengths in the absence of print are evident.
 Other coexisting deficits may complicate identification
and may deserve further assessment and intervention.
Ie: Speech and Language issues or ADHD
Preschool Characteristics
 May talk later than other children
 May have difficulty with rhyming
 Difficulty pronouncing words
 Poor auditory memory for rhymes and chants
 Slow to add new vocabulary words
 Difficulty with word recall
 Trouble learning numbers, days of the week, colors,
shapes, and how to spell and write his or her name.
rd
K-3
grade characteristics
 Failure to understand that words come apart and that
words can be broken down further into individual
sounds.
 Difficulty learning the letter names and sounds
 Difficulty decoding single words- lacks strategies
 Difficulty spelling phonetically
 Reads dysfluently
 Relies on context to recognize a word
Intermediate/Middle School
Characteristics
 Dysgraphia (slow, non automatic handwriting that is
difficult to read).
 Limited vocabulary
 Slow, choppy, inaccurate reading
 Terrible spelling
 Poor written expression
 Large discrepancy between verbal and written
 Difficulty reading printed music
 Poor grades in many classes
Phonological Processing
 Phonemic Awareness- appreciation of the explicit
sounds in spoken words (phonemes).
 Phonological memory- effective recall of words from
short-term memory. Predictive of successful decoding.
 Rapid Naming- effective recall of names from long term
memory. Predictive of reading fluency and rate.
 Alphabetic Principle- understanding that the sequence
of letters in written words represents the sequence of
sounds in spoken words.
Why are these important?
 Successful readers have well-developed phonological
skill.
 The alphabetic principle of our writing code requires this
ability.
 Good phonological skills lead to good decoding abilities
which in turn aid in comprehension.
 Without good decoding skills, the reader cannot access
his/her higher level thinking skills to get at the meaning.
Skills can be applied to guess at the meaning.
Dyslexia Identification
Step 1: Gathering of Data/ Begin RTI procedures
Things to consider:
 Four Primary Characteristics are evident
 Student is having difficulty with one or more of the
underlying causes of Dyslexia. TPRI is a good indicator
for this.
 Family History
 Adequate Educational Experience- has the student
received good continuous instruction in phonics,
decoding, encoding, and comprehension?
 Absences
 Cognitive Ability- Does the student possess the ability to
learn in the absence of print?
Dyslexia Identification
Step 1: Gathering of Data/ Begin RTI procedures
Examples of pertinent data:
 Observations of teacher, district staff, parents
 Student work and classroom assessments (cum folder)
 Data-based documentation of student progress during
instruction and interventions.
 Results of campus and district assessments
 LPAC documentation, if applicable
 Any other data that may show the development of the
student’s learning or educational experiences.
Dyslexia Identification
Step 2: Formal Assessment
The dyslexia referral should be made at the completion of
the Tier II intervention in the RTI process. This should
occur if the student has not made adequate progress with
these interventions.
The 504 coordinator will handle all dyslexia assessment
requests.
Assessments are given on each campus by a trained staff
member.
There are several different tests given to create a profile of
scores for each student referral. The tests correlate with
the Primary Characteristics of Dyslexia, as well as the
Underlying Causes of Dyslexia. Other data and
observations must be used to show adequate cognitive
ability.
Dyslexia Identification
Step 3: Committee Meeting
A committee of knowledgeable persons will meet to discuss
the results of the assessment and review all accumulated
data that was gathered prior to the referral.
Possible members of the committee may include:
Classroom teacher or teacher responsible for student’s
reading instruction.
RICA/Dyslexia teacher
Reading Interventionist
504 Coordinator
ELL/ESL Teacher
Diagnosis
 A 504 or ARD committee meeting will be arranged.
 The Committee will review the data collected to
determine the student’s eligibility and determine
appropriate instructional strategies and
accommodations.
 Possible interventions for students who do not qualify
for Dyslexia services should be discussed at this time,
as well.
If The Student Is
Diagnosed with Dyslexia
What Happens Next?
Student Receives Dyslexia
Services
Students will receive Dyslexia
services as determined by the
504 or ARD Committee.
General Ed Students will
receive services and
accommodations determined
by the 504 Committee. Their
accommodations are outlined
in an IAP, Individualized
Accommodation Plan.
Special Ed Students will receive
services and modifications
determined by the ARD
Committee. Their modifications
are outlined in an IEP,
Individualized Education Plan.
Accommodations and
Modifications
Accommodations
 Change HOW you teach
 Do NOT fundamentally
alter or lower
expectations
 Provide equal access to
learning and opportunity
to demonstrate what is
known
vs.
Modifications
 Change WHAT you teach
 Only applies to dyslexic
students who also qualify
for special education
services
 Provides students with
meaningful and
productive learning
experiences based on
individual needs
Examples of Accommodations
for a Dyslexic Student
Handwriting and/or Copying Tasks
 Accept brief forms of answers .
 Provide “Modified Note Taking” i.e. fill in the blank.
 Tape recordings
 Minimize copying from board, books, or worksheets
 Provide photocopies
 Allow student to choose writing instrument
 Accept Oral work
 Accept illustrations
 Allow the use of word processing programs
Examples of Accommodations
for a Dyslexic Student
Spelling
 Do not take off for spelling in. assignments
 Teach spelling scientifically
 Provide a word bank
 Spelling words should be words the student can already read
 Teach students abbreviations i.e.: states, months, etc.
 Allow the use of spell checkers or word processing programs
 Give fewer words for spelling tests.
Examples of Accommodations
for a Dyslexic Student
Reading
.
 Provide taped texts- Readingally.org
 Allow someone else to read to the student
 Permit shared reading
 Enlarge the print
 Encourage student to use a tracking device
 Read orally to the student on his or her intellectual level as
frequently as possible.
 Pre-teach vocabulary or new concepts prior to introduction to
the whole class.
Examples of Accommodations
for a Dyslexic Student
Written Composition
 Accept oral or dictated work .when appropriate
 Accept projects when appropriate
 Shorten written requirements emphasizing the required and
essential elements.
 Allow student to dictate into a tape recorder first then listen
and write
 Be very specific about expectations
 Allow print or cursive
 Teach keyboarding
Examples of Accommodations
for a Dyslexic Student
Testing
 Give test orally and allow more time
.
 Allow the test to be taken in a different environment
 Give shorter, more frequent tests
 Discuss test format ahead of time
 Place fewer questions or problems on a page
 Give multiple choice questions when possible
 Be aware of overall test readability
 Reduce the number of items in matching tests to groups of 5 and arrange
the items so that the longer sentences of the matching are on the left and
the shorter items are on the right.
 Practice state testing accommodations prior to TAKS test administration.

Remember the
“F”- Word
FOCUS
The focus of any assignment or test should be on
determining if the student can demonstrate mastery of
the key objective of the lesson. There may be more
than one way to demonstrate mastery.
Quality -vs.- Quantity
Dyslexic State Testing
Accommodations

Grade 3-8 STAAR Reading assessments and
English I, II, and III EOC
1. Orally reading all questions and answer choices
to students
2. Extended testing time (pending TEA decision).
Accommodation Guidelines
Students receiving the State Testing
Accommodations should:
• Have dyslexia or a word level reading
disability
• Regularly participate in a dyslexia or
similar program (SPED)
• Routinely receive these accommodations
on all assignments and tests
Student Receives Direct
Instruction Through
Wilson Reading System
Program Details
 45 minute daily, small
group direct instruction
with the RICA teacher
 12-step multisensory
phonics program that does
not allow a student to
move on until mastery
 Based on current
research-based findings
 3-part lessons:
- Block 1- Word Study
- Block 2- Spelling,
Irregular Word
Instruction, Vocabulary,
and Proofreading
- Block 3- Reading
Fluency and
Comprehension
Major Areas of Focus
 Phonemic segmentation
 Vocabulary Development
 Alphabetic Principle –
 Sight Word Instruction
 Fluency
 Comprehension with
sound/symbol
relationships
 Decoding
 Encoding (spelling)
 Advanced Word Analysis
Visualization
 Metacognition
Keira Knightly
Cher
Thomas Edison
Walt Disney
Famous
Dyslexics
Beethoven
Steve JobsFounder of Apple
Computers
Magic Johnson
Gen. George S.
Patton
Remember:
Accommodating a student is not lowering
academic bars.
Accommodating a student is lowering
academic barriers.
Jonathan Mooney
What is “Fair?”
“The most unfair, unequal, educational
experience is the equal treatment of
unequals.”
Author Unknown
Campus Contact
Information
 RICA Teacher
(Michael Poletti – (254)466-4663)
 504 Coordinator
(Mrs. Carranza – AP – (254)366-1580)
1. Overcoming Dyslexia
Written by
Sally Shaywitz, M.D.
2. The Gift of Dyslexia
Written by Ronald D. Davis
3. The International Dyslexia
Association- www.interdys.org
4. Wilson Language Onlinewww.wilsonlanguage.com
5. Pat Sekel Ph.D., CALT-Q
6. Scottish Rite Learning Center
www.scottishritelearningcenter.org
The Dyslexia Handbook
The Texas Education Agency has updated
The Dyslexia Handbook
Procedures Concerning Dyslexia and Related Disorders
The updated version may be accessed at:
http://www.region10.org/Dyslexia/Documents/DyslexiaHand
book11-10-10.pdf
This book defines dyslexia, explains the process for
identification, outlines what the instructional program
must include, and explains the laws in place concerning
the education of dyslexic students.