Dyslexia 101

1. Dyslexia 101 Presented by Kara Bratton Lutheran Special Education Ministries

2. Dyslexia: Simulation • When you see:Pronounce as: • q d or t • z m • p b • b p • yser • a, as in bat e, as in pet • e, as in pet a, as in bat • http://www.pbs.org/wgbh/misunderstoodminds/experiences/readexp1a.html

3. Dyslexia: Simulation • Passage: We pegin our qribeq a faziliarblace, a poqy like yours enqzine. Iqconqains a hunqraqqrillion calls qheq work qogaqhyspyqasign. Enqwiqhin each one of qhese zany calls, each one qheqhes QNA, Qhe QNA coqe is axecqlyqhesaze, a zess-broquceqrasuze. So qhecoqe in each call is iqanqical, a razarkaplepuqveliqclaiz. Qhiszeansqheqqhe calls are nearly alike, puqnoqaxecqlyqhesaze. Qake, for insqence, qhe calls of qheinqasqines; qheqqhey'reviqal is cysqainly blain. Now qhinkapouqqhe way you woulqqhink if qhose calls wyseqhe calls in your prain. http://www.pbs.org/wgbh/misunderstoodminds/experiences/readexp1a.html

4. Dyslexia: Simulation • Here is the translation: We begin our trip at a familiar place, a body like yours and mine. It contains a hundred trillion cells that work together by design. And within each one of these many cells, each one that has DNA, The DNA code is exactly the same, a mass-produced resume. So the code in each cell is identical, a remarkable but valid claim. This means that the cells are nearly alike, but not exactly the same. Take, for instance, the cells of the intestines; that they're vital is certainly plain. Now think about the way you would think if those cells were the cells in your brain. (Excerpt from "Journey into DNA" on the "Cracking the Code" Web site, NOVA Online.) So how did you do? Assuming you found the exercise difficult (that was our intention), consider that we disguised only eight of the forty-four known phonemes in the English language. And imagine if this weren't a game. http://www.pbs.org/wgbh/misunderstoodminds/experiences/readexp1a.html

5. Dyslexia: Definition • “Dyslexiais 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 the growth of vocabulary and background knowledge.” (International Dyslexia Association, www.interdys.org)

6. Dyslexia: Just the Facts • Dyslexia IS: • An unexpected difficulty with reading, spelling, writing • A language-based learning disability affecting 15-20% of the population • A difficulty with phonological processing • A lifelong difficulty • Hereditary • Dyslexia is NOT: • A visual difficulty (“seeing” letters backwards/differently) • Low intelligence • Laziness • Caused by parents not reading to their child • Something to be “cured” or “outgrown”

7. Dyslexia: Sea of Strengths

8. Dyslexia: Signs • Difficulty with phonological and phonemic awareness • Difficulty learning letters and their sounds • Difficulty recognizing and remembering common sight words and words previously seen in writing • Difficulty blending and/or segmenting sounds and words • Difficulty spelling • Difficulty organizing written and spoken language • Difficulty with fluent, accurate reading and oral reading

9. Dyslexia: Signs • Difficulty memorizing number facts and other rote memory items • Pronunciation difficulties and difficulty with word retrieval • Difficulty remembering spoken directions or names of people and places • Difficulty with sense of direction • Difficulty with sequences • Inconsistent with reading and/or spelling

10. Dyslexia: Diagnosis • Evaluation necessary by professional (educational psychologist, neuropsychologist, etc.) • Evaluation typically includes intellectual and academic tests, focusing on language skills and also a dyslexia screener is often used • Listening skills, expressive language skills, phonological skills, rapid naming skills, reading words in isolation and in context, etc. • Evaluation is important to understand the unique strengths and weaknesses of a student to develop a plan, not to create a “label”

11. Dyslexia: Classroom Accommodations • “Far and away the most critical accommodation for the dyslexic reader is the provision of extra time. Dyslexia robs a person of time; accommodations return it” (Sally Shaywitz, Overcoming Dyslexia). • “For the dyslexic reader, accommodations represent the bridge that connects him to his strengths, and, in the process, allows him to reach his potential. By themselves accommodations do not produce success; they are the catalyst for success” (Sally Shaywitz, Overcoming Dyslexia). • “Extra time is not an advantage, it is an attempt to level the playing field. Even with additional time, a slow reader will continue to feel at least the same or more time pressure compared to the ordinary reader” (Sally Shaywitz, Overcoming Dyslexia).

12. Dyslexia: Classroom Accommodations • Extended time • Recorded texts (Learning Ally, Bookshare, iPad) • Alternate test formats and tests read out loud (VoxDox or Prismo app) • Allow student to dictate longer writing assignments and essays (Dragon Dictation app) • Recording lectures (Notability and other apps) • Class notes or study guides given by teacher • Spelling list modification • Allow student to practice reading passages before reading out loud

13. Dyslexia: Strategies • Finger Tapping for Spelling • Sound Cards & Blending

14. Dyslexia: Strategies • Syllabification • The Fantastic Syllable Division Word Book (orton-gillingham.com) • “Red” words/Non-phonetic words

15. Dyslexia: Strategies • Auditory Practice

16. Dyslexia: Remediation • Multisensory, explicit, systematic phonics instruction • Orton Gillingham or any system based on Orton Gillingham • Wilson Reading, Barton System, Alphabetic Phonics, Project Read, Slingerland, Spalding, etc. • Lindamood-Bell • Trained teacher in these systems is best • Spelling: focus on patterns and spelling rules • Class screenings: DIBELS, AIMSWeb • Florida Center for Reading Research Student Center Activities: http://www.fcrr.org/for-educators/sca.asp • Children’s Dyslexia Centers (locations around country for Orton Gillingham tutoring) childrensdyslexiacenters.org

17. Dyslexia: Resources • http://www.interdys.org/ewebeditpro5/upload/DyslexiaInTheClassroom.pdf • http://www.interdys.org • http://dyslexia.yale.edu • http://www.ncld.org/learning-disability-resources/ebooks-guides-toolkits/dyslexia-toolkit • http://dyslexiahelp.umich.edu • http://www.bookshare.org • http://www.learningally.org • http://www.fcrr.org • http://dyslexia.yale.edu/successfuldyslexics.html • http://www.orton-gillingham.com

18. Dyslexia: Resources • Overcoming Dyslexia by Sally Shaywitz • “The Big Picture: Rethinking Dyslexia”- movie • Children’s Dyslexia Centers (locations around country for Orton Gillingham tutoring) http://childrensdyslexiacenters.org

19. Kara Bratton, LSEM Resource Center Directorkbratton@luthsped.org 260-385-4033 www.luthsped.org Find us on Facebook and Twitter!