Transcript Parent Information Training

Parent Information
Training
Weatherford ISD
Dyslexia Program
Definition and Characteristics of Dyslexia
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As defined by Texas Education Code (TEC)
§38.003:
Dyslexia means a disorder of constitutional origin
manifested by difficulty in learning to read, write, or
spell, despite conventional instruction, adequate
intelligence, and socio-cultural opportunity.
Related Disorders includes disorders similar to or
related to dyslexia such as developmental auditory
imperception, dysphasia, specific developmental
dyslexia, developmental dysgraphia, and
developmental spelling disability.
The current International Dyslexia Association
definition states:
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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
2002)
Primary Reading/Spelling
Characteristics
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Difficulty reading real words in isolation
Difficulty accurately decoding nonsense words
Slow, inaccurate, or labored oral reading (lack of
reading fluency)
Difficulty learning to spell
The reading and spelling difficulties are a
result of difficulty with the following:
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The development of phonological awareness, including
segmenting, blending, and manipulating word sounds.
Learning the names of letters and their associated sounds.
Phonological memory (holding information about sounds and
words in memory).
Rapid naming of familiar objects, colors, or letters of the
alphabet.
Secondary consequences of dyslexia may
include:
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Variable difficulty with aspects of reading
comprehension.
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Variable difficulty with aspects of written
composition.
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A limited amount of time spent in reading
activities.
Procedures required by law before formal
assessment:
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TEC §28.006 requires district to administer early
reading instruments to all K, 1st and 2nd grade
students to assess reading development and
comprehension.
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If on the basis of these instruments, students are
determined “at risk” for dyslexia and other reading
difficulties, parents must be notified and
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The district must implement an accelerated
(intensive) reading program to address the students’
reading difficulties and enable them to “catch up.”
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Interventions should align with federal No Child Left
Behind Act of 2001.
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Response to interventions provided is monitored and
ongoing assessment is done.
If a student continues to struggle or does
not show response to intervention, the
campus Response to Intervention (RtI)
Team recommends dyslexia
assessment.
 Parents are notified of proposal to
assess
 Parents are notified of their rights
under § 504
 Permission is obtained to assess
student
 Student is assessed by a professional
trained in the evaluation of students
for dyslexia and related disorders
Domains to access – depending on student’s age and
stage of reading development
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Reading real and nonsense words in
isolation
Phonological Awareness
Letter Knowledge
Rapid Naming
Reading Fluency
Reading Comprehension
Written Spelling
Instructional decisions
are made by a team
that is
knowledgeable
about the student,
evaluation, and
instructional
components and
approaches for
students with
dyslexia.
Weatherford Dyslexia Program
• Committed to
providing
research-based
instruction
methodologies.
• OrtonGillingham
approaches are
used.
• Dedication to
training
instructors
• Offers explicit,
direct
instruction that
is systematic,
sequential, and
cumulative.
• Generally a two
to three year
program.
Components of Instruction
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Phonemic Awareness
Graphophonemic Knowledge
Language Structure (morphology, semantics, syntax, pragmatics)
Linguistic Instruction
Strategy Oriented Instruction
Instructional Approaches
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Multi-sensory
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Process Oriented
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Systematic, Sequential, and Cumulative
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Meaning Based
Areas of Instruction
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Alphabetic skills
Decoding
Fluency
Phonemic awareness
Spelling
Comprehension skills
Handwriting
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Alphabet Instruction
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Recognition
Sequencing
Alphabetizing
practice
Accent
Dictionary Skills
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Decoding Instruction
Decoding is looking at letters
and translating them into
speech sounds.
Coding Marks:
Examples:
ĕ (breve)
ē (macron)
Fluency Instruction
Fluency is reading
accurately at a smooth
even pace.
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Repeated Accurate
Practices
Learned Words
Timed readings for rate
Repeated readings for
smoothness
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Phonemic Awareness
Instruction
Increase sensitivity to how we
make sounds
Increase appreciation that
sounds make syllables, that
make words, that form
sentences.
Develops ability to separate,
blend and manipulate sounds in
words
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Spelling Instruction
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Links the 44 sounds in
English with the letter
or letters that
represent those sounds
Direct Instruction of
spelling rules and
generalizations
• Comprehension Instruction
Comprehension is getting
meaning from what is read
Direct Instruction
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Preview
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Predict
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Identify important information
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Develop self-correcting
strategies
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Handwriting Instruction
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Cursive handwriting
Correct writing position
Shape, size, slant
Multi-sensory methods
District Contacts:
Patti Young, Executive Director of Special Programs
[email protected]
Donna Hagan, LDT, Program Specialist
[email protected]
Campus Academic LanguageTherapists:
Jacque Baker, Austin and Seguin, [email protected]
Sarah Byars, Ikard , [email protected]
Traci Buntaine, WHS, NGC, Bridge, [email protected]
Cathy Cobb, Hall and Tison, [email protected]
Carla Coffey, Crockett, [email protected]
Tanna Gallaher, Curtis, [email protected]
Colleen Kleusar, Wright and Martin, [email protected]