DYSLEXIA Northwest ISD

1. DYSLEXIANorthwest ISD Characteristics Testing Diagnosing Effective Strategies Accommodations

2. Definition Texas law defines dyslexia as: A disorder manifested by difficulty in learning to read despite conventional instruction, adequate intelligence, and socio-cultural opportunity.

3. Dyslexia Dyslexia is one of several distinct learning disabilities. It is a specific language-based disorder of constitutional origin characterized by difficulties in single word decoding, usually reflecting insufficient phonological processing abilities. These difficulties in single word decoding are often unexpected in relation to age and other cognitive and academic abilities; they are not the result of generalized developmental disability or sensory impairment. Dyslexia is manifested by variable difficulty with different forms of language, often including, in addition to problems reading, a conspicuous problem with acquiring proficiency in writing and spelling. G. Reid Lyon “Toward a Definition of Dyslexia” Annals of Dyslexia, Volume XLV, 1995

4. “Dyslexia is one of several distinct learning disabilities” • Not synonymous with the broad term of learning disabilities • One specific type of learning disability

5. “a specific language-based disorder…normally reflecting insufficient phonological processing abilities.” • A language-based disorder • Weak phonological processing impedes acquisition of reading skills

6. Phonological processing abilities include: • Phonological awareness • Phonological memory • Rapid naming

7. Phonological awareness is: • A sensitivity to or an explicit understanding of the sound structure of spoken words • The ability to notice, think about, and manipulate the individual sounds

8. Phonologic Awareness Skills • Rhyme and alliteration • Blending • Segmentation • manipulation

9. Phonologic memory is: • The storage in short term memory of sound sequences within words • An influence on the ability to read and spell long words

10. Rapid Naming is: • Efficient retrieval from long term memory of phonological information; such as, • Individual sounds in words • Pronunciations of common word parts • Pronunciations of whole words • An influence on reading fluency and rate

11. Facts About Phonological Processing • Phonological processing skills are a better predictor of good reading than intelligence. • Variation in phonological processing skills exists independent of intelligence. • Deficiencies in phonological processing skills are related to linguistic experiences and genetic endowment.

12. Facts About Phonological Processing • 40% of kindergartners begin school without adequate phonological processing skills. • Growth of phonological processing depends on: • Type of reading instruction • Response to reading instruction

13. “Dyslexia is… of constitutional origin.” • Predisposition for dyslexia • Often inherited • Persists across the life-span

14. “…characterized by difficulties in single word decoding.” • Accurate, rapid word recognition  fluency • Accuracy & fluency  comprehension

15. “These difficulties in single word decoding are often unexpected in relation to age and other cognitive abilities.” • Unexplained difficulties • Not predicted by • Age • Cognitive ability • Other academic strengths

16. “…they are not the result of generalized developmental disability or sensory impairment.” • Not a lack of intelligence or ability to learn • Not a visual or hearing deficit

17. “Dyslexia is manifested by variable difficulty with different forms of language.” • Phonological deficits influence acquisition of other language skills • Varying degrees of difficulty with other language skills; such as • Reading • Writing • Spelling The information on the definition of dyslexia is taken from Reid Lyon’s article, “Toward a Definition of Dyslexia,: Annals of Dyslexia, 1995.

18. In summary, dyslexia is… • Difficulty in processing and producing print language • Deficits in phonological awareness and rapid naming • Poor application of phonics for decoding and encoding • Struggle in using basic skills in a fluent and accurate manner

19. Common Signs of Dyslexia K-4 • Learns the alphabet later • Learns letter-sound relationships only with explicit instruction • Confuses basic sight words

20. Common Signs of Dyslexia K-4 • Makes frequent reading and spelling errors • Has poor or slow handwriting & difficulty copying • Struggles with reading reducing reading comprehension

21. What about reversals? • Reversals are more frequent and persistent. • Reversals are not the cause of dyslexia

22. Common Signs of Dyslexia Grades 5 - 8 • Continues to transpose letter sequences frequently • Still reads below grade level • Requires specific instruction to learn decoding/spelling strategies • Avoids reading aloud • Avoids writing compositions • Comprehends below listening comprehension level

23. Common Signs of DyslexiaHigh School and Adult • Avoids reading books independently • Continues to spell incorrectly • Avoids writing whenever possible • Finds unique ways to cope with reading and writing tasks. Common signs adapted from: Bridges to Reading, Parents’ Education resource Center

24. Overcoming Dyslexiaby Sally Shaywitz, M. D.

25. Identification of Dyslexia

26. Characteristics Measure the primary reading and spelling characteristics of dyslexia including: • Single word decoding • Word recognition • Oral reading accuracy and rate (fluency) • Spelling

27. Outcomes Measure the outcomes of the reading and spelling problems by: • Measuring Reading Comprehension and Written Expression. Recognize that the degree of difficulty will be variable for individual students.

28. Underlying Cause Measure the underlying cause of dyslexia: Phonological Processing Skills

29. Cognitive Academic Ability • Measure or document other cognitive and/or academic abilities (intelligence, problem solving, reasoning, listening comprehension, and/or mathematics. • Look for characteristics of dyslexia to be unexpectedly low for the student’s age and in contrast to intelligence and other cognitive and academic abilities.

30. Co-Existing Complications or Assets Measure or observe development in areas that may complicate dyslexia or represent an asset for the student. • Common co-existing deficits are: other language-based delays & attention problems • Common co-existing assets are: good reasoning & mathematics skills

31. School-based Identification of Dyslexia • Parent/Teacher Conference • Campus Student Management Team • Referral • Data Gathering & Parent Permission • Standardized Testing • Test Interpretation • Campus committee determination

32. Data Gathering • Grades • Achievement test scores • Special programs • Vision/hearing/medical • Attendance • Family History • Teacher Information

33. Standardized Testing • Phonological Processing • Decoding • Word Recognition • Oral Reading Fluency • Spelling • Reading Comprehension • Cognitive/Academic Ability

34. Profile of Dyslexia

35. Dyslexia Instruction • Explicit, direct instruction that is systematic, sequential, multisensory, and cumulative • Individualized • Intensive • Meaning-based – directed toward purposeful reading and writing

36. NISD Dyslexia Programs • Reading Mastery • Dyslexia Training Program • Dyslexia Research Curriculum

37. Extended Time Reduced Assignments Oral Tests Avoid counting off for spelling errors Use a tape recorder Dictate Responses Textbooks on Tape Organizers Classroom Accommodations

38. Check Often for Understanding Use of a Computer Study Guides Peer or Parent Read Material Aloud Hard Copy of Notes Outlines Alternate Assignments Assigning Work in Smaller Units Provide Lots of Encouragement More Classroom Accommodations

39. State Assessment Accommodations • Bundled Accommodations for TAKS Reading • Orally reading all proper nouns associated with each passage before students begin individual reading • Orally reading all questions and answer choices to students • Extending the testing time over a two-day period

40. State Assessment Accommodations • Oral Administration for Mathematics, Science, and/or Social Studies • Identified as having a disability that affects the examinee’s reading and who regularly receives this accommodation in the classroom. • ARD Committee or Section 504 Committee decision.

41. Other Frequently-Used Allowable Accommodations on State Assessments • Colored Transparency/Magnifying Device/Place Marker • Small Group/Individual Administration • Typed Written Composition (must be transcribed by test administrator exactly as written.) Spell- check not allowed. All accommodations must be routinely used in classroom instruction and testing.