AM I SEEING SIGNS OF DYSLEXIA?

Diane E. Wood, C.A.L.T.

Licensed Dyslexic Therapist

Mansfield I.S.D.

Mansfield, Texas

Dyslexia: Language Based Learning Differences

• Weaknesses:• Learning Letters & their sounds

• Decoding Words• Reading Comprehension

• Written Expression• Grammar/ Mechanics• Spelling• Rapid Word Retrieval

• Strengths:• Verbal Communication• Visual Arts• Computer Science• Design• Drama• Electronics• Mathematics• Mechanics• Music and/or Sports

What is Dys-lex-ia?*Neurobiological differences in the way the brain processes language

*Difficulties with: Language

Accurate and/or fluent word recognition

Poor spelling

Poor decoding abilities

* Deficit in the phonological component of language

unexpected in relation to cognitive abilities of the person,

and the provision of effective classroom instruction has been provided

What does the research indicate?

• Dyslexia is the result of a brain difference in the ‘wiring’ of the neural pathways & parts of the brain that are related to language functioning & reading.

• Difficulty in: Processing speech sounds within words, Making the connection between letter sounds & the written letters, Deficits in phonological awareness that appear in kindergarten are predictive of difficulties in learning to read.

• Instruction in phonemic awareness & reading skills that is intense, explicit, systematic, multisensory, & cumulative are considered to have an impact on helping to ‘rewire’ the dyslexic brain.

• •

What do you see in the classroom?What does the parent notice?

*Poor decoding of individual words – word attack &

word recognition skills

*Slow, inaccurate oral reading

*Spelling difficulties – poor encoding skills

*Difficulties in written language

*Short-term memory & sequencing difficulties

*Difficulty producing homework in a reasonable time

*Low self-esteem

Concerned a child may be dyslexic?• Collect the following information:• Anecdotal notes recording classroom concerns,• TPRI, DRA, running records, sight word list

informal assessments,• List of accommodations provided and the results on

student’s performance,• Samples of student work• Parent conference notes, family history of dyslexia• Academic

data

Early Reading Intervention• Systematic and direct instruction in:

• Phonemic awareness – noticing, identifying, & manipulating the sounds of spoken language

• Phonics – how letters & letter groups represent the sound of• Spoken language• Sounding out words (decoding)• Spelling• Reading sight words• Vocabulary and concepts• Reading comprehension strategies

Early Reading Intervention cont.• Practice in applying these skills in reading and in

writing

• Fluency training

• Enriched language experiences:• Listening to…• Talking about…• Telling STORIES

Pre-School Signs of Dyslexia

May talk later than most children Difficulty with rhyming Difficulty pronouncing words Unable to recall the right word Trouble learning numbers, colors,

shapes, how to spell/write his/her name

Common Signs of Dyslexia

Kindergarten – 2rd grade

• Trouble segmenting & blending sounds

• Poor letter-sound recall• Poor application of

phonics• Inconsistent memory for

words in lists• Mispronouncing words• Inability to spell

phonetically

• Phonic decoding is a struggle

• Inconsistent word recognition

• Difficulty reading math

problems• Over reliance on context

and guessing• Oral reading-choppy &

labored

Grades 3-4

Common Signs of Dyslexia

• Inability to complete tests

in a timely manner• Reverts to manuscript

from cursive• Organization of writing is

difficult• Decodes laboriously,

skips unknown words• Avoids reading; therefore,

vocabulary declines

Grades 7-8

• Slow reading, loses the meaning

• Persistent phonological weaknesses, less obvious

• Poor spelling & writing• Confusions of similar

words• Does better with

structured, explicit teaching of language

Grades 5-6

•History of reading & spelling difficulties• Avoids reading aloud & for pleasure• Oral reading is labored, not fluent• Writing & spelling problems persist• Trouble with foreign language study* Can cope when given extra time, study strategies & structured language teaching

Common Signs of Dyslexia

High School and Beyond

Reasons for difficulties• Poor development of phonological awareness

(segmenting, blending, manipulating)

• Difficulty learning letter names/sounds

• Poor phonological memory

• Difficulty with rapid naming (recall of familiar objects, colors, etc.)

Difficulties lead to• Poor word attack skills

• Poor accuracy, fluency, and therefore, comprehension

• Poor writing skills due to lack of phonological understanding

• Dislike for reading; therefore, student does not read enough

Identification of Dyslexia

Poor performance in one or more areas of reading

Unexpected for the student’s age

Difficulty reading real words in isolation

Difficulty accurately decoding nonsense words

Slow, inaccurate/labored oral reading

Difficulty with spelling

Difficulty with the development of phonological

awareness

Difficulty with phonological memory

Adequate intelligence

Myths about Dyslexia• See backwards or reverse letters• Will outgrow it• More boys than girls have dyslexia• Colored lenses and overlays will cure it• Left handedness predicted dyslexia• Cannot diagnose dyslexia until after 1st grade

What about reversals?• Reversals are more frequent and persistent• Reversals are not the cause of dyslexia

Classroom Accommodations

Extended time

Lack of penalty for spelling errors on assignments that preclude editing

Place emphasis on content & comprehension instead of the mechanics of reading, writing, spelling

Follow 504 accommodation plan for the student

Create a Dyslexic Friendly Classroom

• Positive environment where making a mistake is acceptable

• Flexible grouping• Multisensory Instruction (visual, auditory & kinesthetic

modalities)• No dictation is required• No reading aloud is demanded without first checking

competency• Learning ‘how to learn’ (study skills) are taught explicitly• Marking is positive• Flexible assessments

Dyslexic Friendly Classroom cont.• Instructions are given clearly• Information is given in bite-sized chunks• Thinking time is given after a question is asked• Students are praised for asking for help or clarification

(red/green cards can help)• Spelling aids available: dictionaries, word cards, personal

spelling logs, electronic spelling checkers

How can parents help their dyslexic child?• Read aloud to child for the purpose of:

• connecting pleasure with reading• exposure to quality literature• provide a good reading model• increase vocabulary• expand background knowledge

Minimum of 15 minutes per day

Fluency & Accuracy• Strategies such as repeated reading, tape-assisted reading & partner

reading will improve fluency & accuracy• “3000 Instant Words” by Elizabeth Sakiey & Edward Fry-flashcards

Education of Educators

• Structure of language

• Language development and issues in second language learning

• Psychology of reading acquisition

• Use of screening, progress-monitoring, and diagnostic assessments to inform instruction

Future for each dyslexic child should be filled with HOPE!

Each dyslexic child’s life is to be defined by his/her strengths -----

not by his/her weakness in reading, spelling, and/or writing.

An Achievable GoalAlmost every child with reading difficulty

will progress yearly in relative standing,

as a consequence of early, expert, intensive,

collaborative intervention

based on an understanding of best practices

supported by research.

Louisa Moats, Ed.D.

Q & A• Q: How do people “get” dyslexia?

• A: The causes for dyslexia are genetic & neurobiological.

• Q: Is there a “cure” for dyslexia?

• A: No, dyslexia is not a disease, and there is no cure.

With proper diagnosis, appropriate instruction, hard

work and support from family, teachers, friends, and

others, individuals who are dyslexic can succeed in

school and later as working adults.

Q & A• Q: Can dyslexic people learn to read?

• A: Yes, if children who are dyslexic get effective

phonological training in Kindergarten and 1st grade,

they will have significantly fewer problems in learning

to read at grade level than do children who are not

identified or helped until 3rd grade or later.

Did you know?

• It is never too late for individuals with dyslexia to learn to read, process and express information more efficiently.

• Research show that programs utilizing multisensory structured language techniques can help children and adults learn to read.

Sources of Information• The International Dyslexia Association

• The Dyslexia Handbook, Revised 2007, Updated 2010

Procedures Concerning Dyslexia and Related Disorders,

Texas Education Agency

• Basic Facts About Dyslexia & Other Reading Problems

Louisa Cook Moats & Karen E. Dakin

• Overcoming Dyslexia

Sally Shaywitz, M.D.

2012 MARTIN INSTITUTESUMMER CONFERENCE

TASL Credit: Martin 219