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Get information on the definition, characteristics, approaches, and accommodations for dyslexia. This conference aims to raise awareness among Indiana educators about dyslexia and provide strategies to support students with reading difficulties. Contact Joseph Risch, a reading specialist with dyslexia training, for more information.
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Information on the definition, characteristics, approaches, and accommodations for dyslexiaOffice of School Improvement ConferenceSeptember 5, 2019 Professional Awareness on Dyslexia for Indiana Educators Joseph Risch, M.A. BCBAReading Specialist with Training in Dyslexia(317) 234-5597 jrisch1@doe.in.gov @EducateIN
Dyslexia Prevalence • Approximately 42 percent of students identified with a disability have a specific learning disability (SLD). • The majority of those students experience reading difficulty • Research by the National Institutes of Health (NIH) and Yale Center for Dyslexia and Creativity found that dyslexia affects, to some degree, nearly 20 percent of the population. • Early Intervention is KEY for “at risk” and “at some risk” students
Definition of Dyslexia The definition for dyslexia in Indiana law is as follows: “’Dyslexia’ means a specific learning disability that: is neurological in origin and characterized by difficulties with accurate fluent word recognition; and poor spelling and decoding abilities; typically results 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; may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge; and may require the provision of special education services after an eligibility determination is made in accordance with 511 IAC 7-40.”
Definition of Dyslexia-Part One Telephone poles= axon terminal junctions Telephone lines= axon Poles very close Poles standard distance apart Poles really far apartsignal goes really fast signal goes within average range signal takes longer
Definition of Dyslexia-Part Two • These basic literacy skills typically develop in kindergarten through second grade
Indicators or Characteristics of Dyslexia • Students “at risk” and “at some risk” for the characteristics of dyslexia are NOT the same. • May share common characteristics • Not all children will exhibit all of these characteristics • Characteristics will vary in the severity of the disability
Indicators or Characteristics of Dyslexia • Kindergarten and First Grade: • It is NOT uncommon for students who struggle at this age to start: • Task avoidance of all things reading and writing • Recognize their weaknesses • Begin to develop anxiety • Labeled lazy or disinterested
Struggling Readers Activity! Learning a new skill Breaking an old habit Make sure everyone in the room has a paper! DO NOT FLIP IT OVER!
Struggling Readers • Directions for the “Reader” • Name the color of the word, do not read the word • Name the colors as fast as you can • If you finish, start over • I will tell you to stop • Direction for the “checker” • Mark any errors the “reader” makes
Struggling Readers To do well, what did you do? Slow down? Point to the words? Read a few and take a break? Start over? Did you get tired?!
Learning The Rules of English • I love Lucy O-U-G-H • What did you notice? • Who may feel like Ricky in your classroom?
Recommended Instructional Approaches-Systematic and Sequential
Accommodations Guidance documents available on IDOE dyslexia website and in resource guide
