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Becoming Literate: Dyslexia

Becoming Literate: Dyslexia. Cheryl Fraelic Kathleen Guest Jenn Northey Wendy Schebel. What is it like to have Dyslexia?. http://www.youtube.com/watch?v=gwZLFTW4OGY. Discussion Activity. In your table groups discuss video (2 min): Observations How it would feel to deal with Dyslexia

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Becoming Literate: Dyslexia

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  1. Becoming Literate:Dyslexia Cheryl Fraelic Kathleen Guest Jenn Northey Wendy Schebel

  2. What is it like to have Dyslexia? • http://www.youtube.com/watch?v=gwZLFTW4OGY

  3. Discussion Activity In your table groups discuss video (2 min): • Observations • How it would feel to deal with Dyslexia • Social implications • Practicum experiences • Personal experiences

  4. What is Dyslexia? • a learning disability that can hinder ability to read, write, spell and sometimes speak. • most common learning disability in children and persists throughout life. • caused by an impairment in the brain’s ability to translate images received from the eyes or ears into understandable language. • It is not due to mental retardation, brain damage or lack of intelligence.

  5. What are the signs in early literacy? Preschool: • Doesn't know how to hold a book • Can't tell the difference between letters and squiggles • Can't recognize own name • Only says a small number of words • Doesn’t like rhyming games and can’t fill in the rhyming word in familiar nursery rhymes

  6. What are the signs in early literacy? Kindergarten: • Can't tell the difference between the sounds that make up a word (phonics) • Slow to name familiar objects and colors • Can’t remember the names and sounds of the letters • By the end of kindergarten, can’t write most of the consonant sounds in a word (it’s normal for vowels to be missing until later)

  7. What are the signs in early literacy? Grade One & Two: • Has trouble pronouncing new words and remembering them • Has trouble blending sounds together to say words • Says reading is easier for their classmates • Falls way behind their classmates • Can't figure out unknown words • Avoids reading • Resists reading aloud

  8. What are the signs in early literacy? Grade Two & Three: • Starts to withdraw • Has some troubling behavior • Seems to guess at unknown words • Does not get meaning from reading

  9. Diagnosis of Dyslexia • Identifying and diagnosing dyslexia in young children can be difficult. • No one single test can identify the disorder, several tests are needed. • First set of tests are intelligence tests.Examples:- Wechsler Intelligence Scale for Children (WISC)- Stanford-Binet Intelligence Scale- Kaufman Assessment Battery for Children (KABC) • When functional reading level is considerably lower than the reading potential, further testing is needed.

  10. Diagnosis of Dyslexia cont. • Tests to analyze how a child receives, perceives, conceptualizes, and processes information. • Examples: - Motor-free Visual Perception Test- Beery Development Test of Visual-Motor Integration- Expressive One-Word Picture Vocabulary Test- Boder’s Reading-Spelling Pattern Dysfunction • Help identify which category of dyslexia difficulties: Visuospatial - Speech sound - Correlating

  11. Teacher Strategies Activity • Write down a few strategies you would use in the classroom to support dyslexic students • Share your strategies with your table groups and decide on one to represent pictorially with supplies provided • Share your picture with the class

  12. Teacher Strategies In the classroom: • Safe and nurturing environment • Teacher ensures that the student has written down exactly what is required of them (i.e. homework, lessons etc..) • Student has a peer contact list to contact if they need help with assignments • Encourage organizational skills for materials (i.e. folders & dividers)

  13. Teacher Strategies Writing on chalkboard: • Use a variety of chalk colors for each line for different type of information • Ensure writing is well spaced • Leave writing on the board long enough that the students are not rushed

  14. Teacher Strategies Reading & Spelling: • Never get a Dyslexic student to read out loud in front of the class (reserve this for quiet time with the teacher) • Use story tapes if available to help student read print • For spelling practice, give student structure based words rather than random words

  15. Dyslexia Strengths • All students demonstrate strengths and weaknesses • Oral skills, comprehension and artistic abilities • By focusing on strengths from an early age and supporting their difficulties dyslexic students can thrive along with their peers “Each time we face our fear, we gain strength, courage, and confidence in the doing.”* * Quote from http://en.thinkexist.com/

  16. Famous Dyslexics • www.youtube.com/watch?v=l_qGJ9svUbM

  17. References • www.medicinenet.com/dyslexia/article.htm • www.med.umich.edu/yourchild/topics/dyslexia.htm • www.ncld.org/

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