DYSLEXIA What Every Teacher Should Know! Humble ISD Revised and Presented by Gloria Parker

1. DYSLEXIA What Every Teacher Should Know! Humble ISD Revised and Presented byGloria Parker

2. I thought I would • have to teach my child • about the world. It turns • out, I have to teach the world about my child.” • Author Unknown

3. What is Dyslexia? • 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.” • Adopted by the IDA Board of Directors, Nov. 12, 2002

4. He understands everything he hears and is very bright. He has a great verbal vocabulary and is creativeand he is about to go into the fourth grade reading at a first-grade level. So, why can’t he read? In one word, DYSLEXIA.” • Author Unknown

5. What Is Dyslexia ? • by Kelli Sandman- Hurley • https://youtu.be/zafiGBrFkRM

7. Reading

8. Characteristics of Dyslexia by Age

9. Signs of Dyslexiabroken down by age Birth to Age 3 Delayed speech Mixing up the sounds in long words Chronic ear infections Stuttering Left –right confusion Late establishing a dominant hand Relative with dyslexia

10. Signs of Dyslexia Ages 4-5 ( Pre-K to Kindergarten) Struggles to hear rhyme Does not learn nursery rhymes easily Mispronounces words and persists in using “baby talk” Has difficulty recognizing letters in his name as well as write his name Has difficulty remembering the names of letters, numbers or days of the week Has trouble breaking spoken words into syllables like cowboy into cow boy Fails to connect letters to sound ex. What does the letter b sound like? Fails to recognize phonemes ex. What starts with the same sound as cat? Dog or Car Struggles to count the number of phonemes in a word Ex. Me = 2 Struggles to blend phonemes into a complete word Ex. Zzzooo = zoo Difficulty in recognizing common words by sight

11. Age 6-7 (First Grade) Struggles to count the sounds in longer words Ex. Cat=3 Struggles to say what word remains if a sound is taken away from the beginning or end of a word Ex. Say bat without saying “b” = at Struggles to blend the sounds in longer words Ex. Mmmaaannnn = man Struggles to read aloud with accuracy on a first grade level Struggles to “sound out a word” by linking letter sounds to decode a word (alphabetic decoding) Has difficulty reading and writing sight words Ex. Said, they, have Struggles to monitor his own reading Ex. Often inserts words that might make sense in the story but are not visually the same rabbit for bunny Struggles spelling even short easy words Signs of Dyslexia

12. Signs of Dyslexia Age 7-8 (Second Grade) Has not learned strategies to break multi-syllable words into syllables Ex. Robot= robot Has great difficulty in reading multisyllabic words Does not read fluently, not accurately or smooth and very little inflection Difficulty comprehending 2nd grade reading materials Does not enjoy reading for pleasure Difficulty in Spelling Age 8 and older ( Third grade and beyond) Unable to read chapter books and non-fiction articles with fluency and comprehension Difficulty summarizing the main points of their reading Lacking in orthographic knowledge for spelling Ex. Time, clash, sing, refund, dresses Does not read for pleasure

13. Kinds of Errors Made When Reading Difficulty reading single words Often makes mistakes that look similar form/from, trail/trial, left/felt Mistakes are in different sequence who/how, does/dose, on/no, lots/lost Makes guesses at first letter lock/look, come/came, Adds or omits letters star/stair, black/back, her/here, rid/ride Similar mistakes in spelling Comprehension is often superior to decoding individual words Ex. The errors would be in the frustration range but comprehension would still be independent or instructional levels

14. What to do if you suspect a student has dyslexia? • Write down the characteristics you are noticing • Contact Mrs. Parker • Once contacted, we will investigate further by: • Perform screening • Collect more data (informal) • Research student’s history • It is recommended that the DyslexiaSpecialist and RtI committee collaborate to discuss all data gathered • If we see a need to do formal assessment, the process will begin • Parent consent • Teacher and Parent Input Forms • Formal Assessment

16. Fight or Flight The Dyslexia-Stress-Anxiety Connection Stress and anxiety increase when student has little or no control of a situation (tripping on the stairs, reading in public). All people, young and old, can experience overwhelming stress and exhibit signs of anxiety, but children, adolescents, and adults with dyslexia are particularly vulnerable. That’s because many individuals do not fully understand the nature of their learning disability, and as a result, tend to blame themselves for their own difficulties. Years of self-doubt and self recrimination may erode a person’s self-esteem, making them less able to tolerate the challenges of school, work, or social interactions and more stressed and anxious.

17. Fight or Flight (continue) Many individuals with dyslexia have experienced years of frustration and limited success, despite countless hours spent in special programs or working with specialists. Their progress may have been agonizingly slow and frustrating, rendering them emotionally fragile and vulnerable. Some have been subjected to excessive pressure to succeed without the proper support or training. Others have been continuously compared to siblings, classmates, or co-workers, making them embarrassed, cautious, and defensive. Individuals with dyslexia may have learned that being in the company of others places them at risk for making public mistakes and the inevitable negative reactions that may ensue. It makes sense, then, that many people with dyslexia have become withdrawn, sought the company of younger people, or become social isolates.

20. How Can You Help! Understand that dyslexia does not interfere with a person’s intelligence. Dyslexic brains works best when teachers use a Multi-sensory approach. They can learn to read if given the type of teaching that works with their brain. Students need to be given extra time if needed. In the absence of print, dyslexic students are very successful. Giving a variety of ways to show knowledge is helpful. Don’t just judge a student by their ability to read accurately and spell correctly. Look for hidden strengths within all students. Dyslexic students are rarely given the opportunity in school to explore their talents.

21. Reading: Larger font and more spacing Learning Ally(downloadable books for listening) Bookshare(downloadable books for listening) Books on tape/Storyline Online Accessibility/Speak Selection on iPad, iPod, iPhone Google Extensions (Kurzweil, Mercury Reader, Text to Speech, etc) Apps like Spelling City, Reading Raven, Starfall, Simplex Spelling Writing: Sentence starter Pre-writing (graphic organizers, mind maps, lists etc) Personal word wall/ list of commonly misspelled words *Co-Writer ( word prediction) Typing vs. Hand Written Tools For Learning

22. Technology For people WITHOUT dyslexia, technology makes things easier. For people WITH dyslexia technology makes things possible.

24. Great News!

25. Remember: Accommodating a student is not lowering academic bars. Accommodating a student is lowering academic barriers.” -Jonathan Mooney “The most unfair, unequal, educational experience is the equal treatment of unequals.” -Author Unknown

26. Humble ISD Dyslexia Intervention Programs Barton System and Esperanza These systems were designed as intense intervention for students who struggle to easily and accurately decode words with reading, who by second grade are slow and inaccurate readers, and who have always struggled with spelling - especially when writing sentences, stories, and compositions.

27. Barton System This multi-sensory system shows students how sounds and letters are related and how they act in words. It also teaches the student how to attack a word and break it into smaller pieces.

28. The Barton system consists of 10 Levels Phonemic Awareness Consonants and Short Vowels Closed Syllables and Units Syllables Division and Vowel Teams Prefixes and Suffixes Six Reasons for Silent-E Vowel-R Syllables Advanced Vowel Teams Influences of Foreign Languages Greek Words and Latin Roots

29. What is Esperanza? The Esperanza (means “Hope”) program is a  Spanish multisensory structured language approach for reading, writing, and spelling. The goal of the Esperanza program is to provide a multisensory, sequential, systematic approach to achieve Spanish literacy. The Esperanza program has an early childhood program for Preschool and Kindergarten called "Lenguaje y Lectura." This program focuses on early literacy skills.  Its components include phonological awareness, the alphabetic principle, phonics, early writing skills, oral language, and comprehension.

30. Updated Guidance on Dyslexia and Language Impairment The Texas Dyslexia Handbook - 2018 Update: Procedures Concerning Dyslexia and Related Disorders was ratified and went into effect on November 15th.  The 2018 Dyslexia Handbook includes new chapters on universal dyslexia screening K/1 and dysgraphia.  If you would like additional training on dyslexia you have two online options to meet the requirements of TEC 21.054(b) for classroom teachers who teach students with dyslexia. > Texas Dyslexia Identification Academy Module I: Dyslexia Foundations> Humble ISD Eduphoria e-course Dyslexia Foundations

31. Teachers you Matter! Every child deserves a champion – an adult who will never give up on them, who understands the power of connection and insists that they become the best that they can possibly be. Author Unknown

32. District Contact Information Laura Dowdy Assistant Director of Responsive Services ldowdy@humbleisd.net 281-641-8390 Iann Flowers Dyslexia Coordinator mflower@humbleisd.net 281-641-8423