Unraveling the Puzzle of Dyslexia - cdn.ymaws.com · Genetics Brain Regions Brain Communication ... Guilford; New York: 2018. ENVIRONMENTAL LANGUAGE BEHAVIORAL / PSYCHSOCIAL NEUROBIOLOGICAL

Unraveling the Puzzle of Dyslexia Timothy N. Odegard, PhD, CALP Professor of Psychology Chairholder of the Murfree Chair of Excellence in Dyslexic Studies Tennessee Center for the Study and Treatment of Dyslexia Middle Tennessee State University SAIS Academic Support Conference Monday, January 28, 2019 Franklin, TN

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Unraveling the Puzzle DyslexiaTimothy N. Odegard PhD, CALP

Chairholder, Murfree Chair of Excellence in Dyslexic StudiesProfessor of PsychologyMiddle Tennessee State UniversityTennessee Center for the Study and Treatment of Dyslexia

[email protected]

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Individuals with dyslexia struggle to read words accurately and efficiently and show a slow response to instruction, in spite of receiving the same reading instruction as their peers.

WORD READING DEFICITS SPELLING DEFICITSSLOW RESPONSE TO INSTRUCTION

CENTRAL CHARACTERISTIC OF DYSLEXIA IN SCHOOL AGE CHILDREN

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Poor Readers Strong Readers

Individuals with dyslexia fall towards the lower end of a continuum of reading achievement

WHY?

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MotivationSelf EfficacyStudent Engagement

GeneticsBrain RegionsBrain Communication

Home EnvironmentClassroom Instruction

Phonological AwarenessRapid Naming

VocabularyBackground Knowledge

Fletcher, JM.; Lyon, GR.; Fuchs, LS.; Barnes, MA. Learning disabilities: From identification to intervention. 2nd Edition. Guilford; New York: 2018.

ENVIRONMENTAL

LANGUAGE

BEHAVIORAL / PSYCHSOCIAL

NEUROBIOLOGICALREADING

ACHIEVEMENT

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Dyslexia is a specific learning disability that is neurobiological 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.

International Dyslexia Association (2002)

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ORAL COMPREHENSION

VOCABULARY

ABILITY TO RECOGNIZE TEXT

SIGHT WORD

DECODING

WORD RECOGNITION

READING FLUENCY

ACCURATELETTER KNOWLEDGE

PHONOLOGICAL AWARENESS

MORPHOLOGY

SYNTACTIC STRUCTURE

RAPID NAMING

BACK

GROU

ND K

NOW

LEDG

E AUTOM

ATIC

READING COMPREHENSION

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ABILITY TO RECOGNIZE TEXTORAL COMPREHENSION

SIGHT WORD

DECODING

WORD RECOGNITION

READING FLUENCY



VOCABULARY

MORPHOLOGY

SYNTACTIC STRUCTURE

RAPID NAMING

BACK

GROU

ND K

NOW

LEDG

E AUTOM

ATIC


“difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities”

Primary Characteristics of Dyslexia specified in the definition

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SIGHT WORD

DECODING

WORD RECOGNITION

READING FLUENCY



VOCABULARY

MORPHOLOGY

SYNTACTIC STRUCTURE

RAPID NAMING

BACK

GROU

ND K

NOW

LEDG

E AUTOM

ATIC


“difficulties typically result from a deficit in the phonological component of language”

Deficits linked to Dyslexia identified in the definition

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SIGHT WORD

DECODING

WORD RECOGNITION

READING FLUENCY



VOCABULARY

MORPHOLOGY

SYNTACTIC STRUCTURE

RAPID NAMING

BACK

GROU

ND K

NOW

LEDG

E AUTOM

ATIC


“Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge”

Secondary Consequences that can stem from the primary deficits

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International Dyslexia Association definition of dyslexia (2002)

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BASIC IDEA

ABILITY ACHIEVEMENT

INTRA INDIVIDUAL DIFFERENCES

RESPONSE TO INSTRUCTION & INTERVENTION

DECISION PROCESS

TIMEFRAME

KEY DATA

UnexpectedUnderachievement

Comparison of Two Test Scores

Fixed Point in Time

IQ score and achievement score

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How much of a discrepancy is enough?



What if a child scores low average on a measure of ability (e.g., IQ)?

How is this determined?

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SUGGESTED READINGS

Siegel, L. S., & Hurford, D. P. (2019). The case against discrepancy models in the evaluation of dyslexia. Perspectives on Language and Literacy, 45.

Fletcher, JM., Lyon, GR., Fuchs, LS., & Barnes, MA. (2018). Learning disabilities: From identification to intervention. 2nd Edition. Guilford; New York.

Farris, E. A., Alexander, E., & Odegard, T. N. (2019). Assessment and identification of learning disabilities. In M. M. Martel (Ed.), A clinical guide to assessment and treatment of childhood learning and attention problems. Philadelphia, PA: Elsevier.

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BASIC IDEA

ABILITY ACHIEVEMENT



DECISION PROCESS

TIMEFRAME

KEY DATA



Fixed Point in Time


Deficient psychological processing

Profile Analysis of Test Scores

Fixed Point in Time

Cognitive abilities / processes and achievement

scores

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SIGHT WORD

DECODING

WORD RECOGNITION

READING FLUENCY



VOCABULARY

MORPHOLOGY

SYNTACTIC STRUCTURE

RAPID NAMING

BACK

GRO

UN

D K

NO

WLE

DG

E AU

TOM

ATIC


Pennington et al. (2012). Individual prediction of dyslexia by single vs. multiple deficit models. Journal of Abnormal Psychology, 121(1), 212-224.

Phonological processing skills deficits are not necessary nor sufficient to identify dyslexia. Nor do they distinguish individuals with dyslexia from garden variety poor readers

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SIGHT WORD

DECODING

WORD RECOGNITION

READING FLUENCY



VOCABULARY

MORPHOLOGY

SYNTACTIC STRUCTURE

RAPID NAMING

BACK

GRO

UN

D K

NO

WLE

DG

E AU

TOM

ATIC



EXEC

UTIV

E FU

NCT

ION

ATTE

TNTI

ON /

INHI

BTIO

N /

WOR

KIN

G M

EMOR

Y /

MON

TITO

RIN

G /

TASK

SW

ITCH

ING

There is not a single cognitive profile of strengths and weaknesses that distinguishes a dyslexic from a garden variety poor reader

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SIGHT WORD

DECODING

WORD RECOGNITION

READING FLUENCY



VOCABULARY

MORPHOLOGY

SYNTACTIC STRUCTURE

RAPID NAMING

BACK

GRO

UN

D K

NO

WLE

DG

E AU

TOM

ATIC



EXEC

UTIV

E FU

NCT

ION

ATTE

TNTI

ON /

INHI

BTIO

N /

WOR

KIN

G M

EMOR

Y /

MON

TITO

RIN

G /

TASK

SW

ITCH

ING

Stuebing, K. K., et al. (2015). "Are Child Cognitive Characteristics Strong Predictors of Responses to Intervention? A Meta-Analysis." Review of Education Research, 85(3), 395-429.

There are not differences in treatment response based on cognitive profiles of strengths and weaknesses

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International Dyslexia Association definition of dyslexia (2002)

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SUGGESTED READINGS

Siegel, L. S., & Hurford, D. P. (2019). The case against discrepancy models in the evaluation of dyslexia. Perspectives on Language and Literacy, 45.

Fletcher, JM.; Lyon, GR.; Fuchs, LS.; Barnes, MA. (2018). Learning disabilities: From identification to intervention. 2nd Edition. Guilford; New York.


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BASIC IDEA

ABILITY ACHIEVEMENT



DECISION PROCESS

TIMEFRAME

KEY DATA



Fixed Point in Time


Deficient psychological processing

Profile Analysis of Test Scores

Fixed Point in Time

Cognitive abilities / processes and achievement

scores

Prevention / early intervention

Underachievement and Lack of Response

Multiple time points

Benchmark testing Progress Monitoring

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Language Construct Tier 1 Tier 2 Tier 3 SPEDM (SD) M (SD) M (SD) M (SD)

Pseudoword Decoding WIAT-III 79.83 (12.90) 81.00 (8.62) 79.43 (15.50) 83.10 (11.65)

Phonemic Decoding Efficiency TOWRE-2 75.84 (12.29) 71.00 (5.80) 71.40 (10.41) 75.83 (10.91)

Word Reading WIAT-III 80.40 (13.93) 77.63 (10.89) 75.43 (15.05) 82.50 (11.36)

Sight Word Efficiency TOWRE-2 77.51 (12.19) 74.57 (13.15) 73.93 (11.79) 81.29 (12.30)

Oral Reading Fluency WIAT-III 82.30 (15.17) 77.71 (14.09) 75.15 (12.31) 83.49 (14.04)

Reading Comprehension WIAT-III 83.55 (12.05) 80.71 (11.56) 78.38 (13.09) 85.58 (13.27)

Receptive Vocabulary WIAT-III 101.49 (13.61) 106.00 (11.90) 96.57 (14.45) 102.75 (13.71)

Phonological Awareness CTOPP-2 86.49 (15.62) 81.40 (13.74) 90.25 (16.26) 90.41 (13.53)

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Common practices across the country specify the RTI process using curriculum-based assessments and rate of responding to instruction / intervention, and the use of norm referenced measures of areas of achievement obtained at a single timepoint to be separate means of determining LD eligibility.

SUGGESTED READINGS

Wagner, R.K. (2018) Why is it so difficult to diagnose dyslexia and how can we do it better? Examiner, 7.

Fletcher, JM., Lyon, GR., Fuchs, LS., & Barnes, MA. (2018) Learning disabilities: From identification to intervention. 2nd

Edition. Guilford; New York.


Hybrid Approaches to the identification of specific learning disabilities (including dyslexia) have been proposed that blend these two approaches

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MULTI FACTOR CONDITION

MotivationSelf EfficacyStudent Engagement

GeneticsBrain RegionsBrain Communication

Home EnvironmentClassroom Instruction

Phonological AwarenessRapid Naming

VocabularyBackground Knowledge

Fletcher, JM.; Lyon, GR.; Fuchs, LS.; Barnes, MA. Learning disabilities: From identification to intervention. 2nd Edition. Guilford; New York: 2018.

ENVIRONMENTAL

LANGUAGE

BEHAVIORAL / PSYCHSOCIAL

NEUROBIOLOGICAL DYSLEXIA

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Dyslexia is neurobiological in origin, and it is characterized by deficits in accurate and efficient word recognition and by poor spelling and decoding abilities. These difficulties are unexpected in relation to the provision of effective classroom instruction and are marked by a slow response to instruction. The behavioral characteristics of dyslexia fall along a continuum of severity from mild to severe and are associated with deficits in multiple factors. No single factor indicates the presence or absence of dyslexia. The primary means by which to identify dyslexia is by screening for multiple factors associated with it and documenting the behavioral characteristics of dyslexia.

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BEHAVIORAL CHARACTERISTICS OF DYSLEXIA IN THE ENGLISH ORTHOGRAPHY

•Deficits in Accurate and Efficient Word Recognition •Deficits in Spelling•Slow Response to Instruction

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• Listening Comprehension• Comprehension Strategies• Text Structure

• Word and Connected Text Reading (Instructional Level)• Application of Word Recognition Skills• Practice to Support Automatic and Prosodic Reading

• Phonological Awareness• Letter Knowledge• Letter-Sound correspondence• Syllables

• Letter Formation• Handwriting Instruction• Sentence Structure

• Syllabication• Decoding • Encoding• Sight Words

• Paragraph Structure • Text Structure • Syntax

•Morphology•Vocabulary•Background Knowledge30

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30

30

Direct Instruction Modeling PracticeImmediate Corrective Feedback


FLUENCY

WORD STUDY

WRITING

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Letter Knowledge(Accuracy & Automaticity)

Phonemic Awareness

Phonics / Decoding(Accuracy & Automaticity)

Repeated Accurate Practice(Automaticity)

Nonsense & Real WordsPhrases, Sentences, Passages

High Frequency Words(Accuracy & Automaticity)

Reading ComprehensionText Reading (at reading level)

VocabularyComprehension Monitoring

Inference MakingText Components

Listening ComprehensionText (above reading level)

VocabularyComprehension Monitoring

Inference MakingText Components

WORD READING SPELLING COMPREHENSION

Sound – Symbol(Automaticity)Word Spelling

(Accuracy)Sentence Dictation

(Accuracy)

Morphology

Morphology

Small group instruction, 4 days per week, 1.5 hours per session

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Curriculum OverviewYear 1 Year 2

Books 1 2 3 4 5 6 7

Phonemic Awareness

Fluency

Vocabulary

Comprehension Narrative

Expository

Phonics Grapheme-Phoneme Accuracy

Word Reading Accuracy

Morphology Anglo-Saxon GreekLatin

Embedded Instruction

Rate

Prosody

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Introduction Digraph sh

AlphabetReading Deck

Repeated AccuratePractice

Spelling Deck

Spelling Practice

Dictation

Phonemic Awareness

Comprehension Skills

Instant Words

New Learning Lesson

Discovery New Learning

Code and Read

L-1 L-2

L-3 L-4

Code and ReadSentences

~ 3 min

~ 15 min

~ 5 min

~ 2 min~ 2 min

~ 3 min

~ 15 min

~ 5 min

~ 2 min

~ 5 min

~ 3 min

Code and Read

ship shut hashshot shoot dish

Today; Yesterday; Previous; Instant words

The shock of the crash shook him.

The shot rang in the room.

Shut the hood of the truck.

“shut”

(sh) (u) (t)

“hut”

(h) (u) (t)

Phonemic AwarenessWho?

When?

What?

Where?

How?

Why?

Summary:______________________________

Review

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Next LessonDigraph sh

AlphabetReading Deck

Repeated AccuratePrac:ce

Spelling Deck

Spelling Practice

Dicta:on

Phonemic Awareness


Instant Words

Next New Learning Lesson

Discovery New Learning

Code and Read

L-1 L-2

L-3 L-4

Code and ReadSentences

Review

31

36b

Application LessonReading DecksInstant Words

FluencySpelling Deck

SpellingReview

ComprehensionConnected Text

37

Reading DecksNew Learning

Code and ReadRAP

Spelling DeckP.A.

SpellingReview

Comprehension

37

38

(FSS)


Code and ReadRAP

Spelling DeckP.A.

SpellingReview

Comprehension

36

(wh)

3643


Code and ReadRAP

Spelling DeckP.A.

SpellingReview

Comprehension


Code and ReadRAP

Spelling DeckP.A.

SpellingReview

Comprehension

(i) (f, v)

3 4


Code and ReadRAP

Spelling DeckP.A.

SpellingReview

Comprehension

(t, d)

2

2

Lesson

Who?

When?

What?

Where?

How?

Why?

Summary:______________________________

Lesson Sequence

A Days

B Days

Application Lesson

Fluency Packet ~ 15 min

Instant Words

Reading Deck ~ 2 min

~ 2 min

Connected Text ~ 15 min

Review

Spelling Deck

Spelling PracTce


~ 5 min

~ 2 min

~ 2 min

~ 15 min

Day


Code and ReadRAP

Spelling DeckP.A.

SpellingReview

Comprehension

(p, b)

1

1

37b

ApplicaTon LessonReading DecksInstant Words


SpellingReview


39

132b

Application LessonReading DecksInstant Words


SpellingReview


230


Code and ReadRAP

Spelling DeckP.A.

SpellingReview

Comprehension

38

40

(FSS)

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Grapheme Level

WordLevel

SentenceLevel

Text Level

New LearningG-P Correspondences

Code & ReadRAP

Spelling

Code & Read Sentences Dictation

Rate PackagesConnected Text

Comprehension Mystery(Narrative/Expository)

Application Schematic

EncodingDecoding

33@DyslexiaMTSU mtsu.edu/[email protected]

Documents

Unraveling the Puzzle of Dyslexia - cdn.ymaws.com · Genetics Brain Regions Brain Communication ... Guilford; New York: 2018. ENVIRONMENTAL LANGUAGE BEHAVIORAL / PSYCHSOCIAL NEUROBIOLOGICAL