Dyslexia - Katy Independent School...

DyslexiaWhat teachers and parents need to

know…

Dyslexia

Is typically defined as a reading

and spelling problem that

cannot be accounted for by

sensory or neurological

damage, lack of educational

opportunity or low intelligence

In plain words, dyslexia is

• Faulty wiring in the brain

• Inefficient pathways

• A language-based learning disability

• Largely inherited

• Equally affected by girls and boys

• Lifelong

Dyslexia is NOT

• A disease

• Due to laziness

• Caused by poor home environment

• A vision problem

• Low intelligence

• A behavioral or social problem

• Something new

Famous Dyslexics

• Hans Christian Andersen (writer)

• Tom Cruise (actor)

• General George S. Patton (military)

• Thomas Edison (inventor)

• Albert Einstein (physicist)

• Dr. “Red” Duke (physician)

• Nolan Ryan (baseball player)

• Cher (entertainer)

More…..

• Henry Winkler (a.k.a “The Fonz”)

• Grandma Moses (artist)

• John Lennon (musician)

• Agatha Christi (writer)

• Whoopi Goldberg (comedian/actress)

• Neil Bush (brother of “W”)

• Charles Schwab (CEO of investment firm)

Characteristics of Dyslexia

• Problems learning the names and formation of the letters of the alphabet

• Difficulty with sequential tasks – the alphabet, days of the week, months of the year

• Difficulty learning and remembering printed words

• Reversals of letters when read or written

• Repeated spelling errors

• Cramped or illegible handwriting

• Difficulty with reading comprehension

• The dyslexic has problems translating language to thought (as in listening and reading) and translating thought to language (as in writing or speaking).

• Slow to recall known information

• Lack of awareness of sounds in words – sound

order, rhymes, or sequence of syllables

• Confusion about directions in space or time

(right/left, up/down, early/late, months/days)

• Often exhibit no dominant hand

• Difficulty in mathematics relating to sequencing

of steps, directionality or to the language

Classroom Tendencies

• Grades slip downward from year to year

• Inconsistent grades from day to day

• Inconsistent performance on standardized tests

• Confusion with math symbols, but not computation

• Math computation better than word problems

• Memorized spelling better than spontaneous spelling

• Homework better quality than classwork

• Inordinate amount of time spent on homework

• Poor organization and study habits

• Deteriorating motivation and self-esteem

• Good grades, but too much struggle

• Chooses oral performance over written

when given a choice

• Compensates by use of pictures, prompts

from other students or teachers

• Stress reflected by irregular writing and

uneven pencil pressure

Typical Behaviors

• Short Attention Span

• Withdrawal

• Cheating

• Overcompensation through pseudo-

confidence

• Anxiety results in inappropriate behaviors

• Poor self-esteem

“Put Yourself in the Shoes of a

Dyslexic”Simulation Stations

1. Special pre-primer

2. Auditory figure-ground

3. Mirror Activity

4. Non-Dominant Hand

5. Lines with Bumps on them

6. Unfair Hearing Test

Color Personalities• Blue: Works to maintain close friendships; Behaves with

integrity & honesty, Likes social studies, arts and creative writing.

• Pink: Soft spoken; Refers a few close friends over a lot of acquaintances; A follower; Likes reading.

• Yellow: Understands and respects authority; Likes structure and rules: Organized, punctual and prepared; Like history and law.

• Orange: Take the path of least resistance; Absorbed in hobbies, sports, and friends.

• Red: Life of the party; Speaks what is on their mind; Likes math and social studies.

• Green: Curious and clever; Sometimes labeled “bookworm” or “brain”; Likes to work independently and to set their own rules.

What’s the best type of teaching

for a dyslexic student?

• Multisensory Visual

Auditory

Kinesthetic/Tactile

They need a lot of practice having their hands, eyes, ears, and voices working together!

Multisensory Teaching is

good teaching

Give directions orally as you write the key elements on the board

Ask students to repeat the directions

Demonstrate the directions, such as showing how to number the page or fold the paper.

Direct the students to underline the word “underline” or circle the word “circle” in written directions

Learners remember:

• 10% of what they read

• 20% of what they hear

• 30% of what they see

• 50% of what they see and hear

• 70% of what they say

• 90% of what they say and do

Accommodations

• Keep directions simple.

• List multiple directions vertically.

• Read directions orally

• Highlight or underline direction words

• Check for understanding

• Circulate to monitor progress

• Use an uncluttered format

• Always type tests.

• Teach test taking skills

• Provide an example

• Provide structure

Study Strategies for Students

• Memory Aids: Acrostic Sentences, Acronyms

• Repetition and Rehearsal

• Rhyme and Rhythm

• Make it meaningful by creating connections and associations

• Overlearn to increase speed and accuracy

• Learn their most efficient learning style

Super teacher to the rescue!

• Word of the day

• Subvocalization

• Place keeper

• Highlighters or highlighting tape

• Taped Text

• Shared Reading

• Graphic Organizers

• Provide decodable text

• Repeated Readings

• Word walls

• Develop fluency: Teacher models, use of

phrasing, tape students

• Extra time

• Readers Theater

Rights of a Dyslexic Student

• Under Section 504 of the IDEA (Individual

with Disabilities Education Act) they are

entitled to special services to help them

overcome and accommodate their learning

problems.

Resources

• International Dyslexia Association

• Neuhaus Education Center

• Texas Education Agency

• Texas Scottish Rite Hospital for Children

• National Center for Learning Disabilities

• On-line!

Letter from a dyslexic student