Understanding Dyslexia An Introduction to Effective Intervention

1. Understanding Dyslexia An Introduction to Effective Intervention Thomas J. Diebold, Ph.D. Senior Consultant for Training and Development Educational Service Center of Central Ohio 2080 Citygate Drive Columbus, Ohio 43219 614-753-4690 tom.diebold@escco.org

2. 1. Reading, Writing & Spelling Problems Reading • Basic vs. Applied Skills • Perceptual Model of Reading • Decoding-Based Reading Problems (dyslexia) • The Six Syllable Patterns of English • Language-Based Reading Problems Writing & Spelling • Perceptual Model of Writing & Spelling

3. 2. Multi-Sensory, Structured Language Big IdeasNational Reading Panel Report MSSL Approach MSSL Programs - Wilson Reading System • Scope & Sequence of Skills • Controlled Word Lists & Passages • Lesson Plan Format • Template for IEP Goals & Objectives • Sample Objectives (WRS)

4. 3. Resources for MSSL Instruction • Orton-Gillingham Derived MSSL Programs • Other MSSL Programs • Accommodations to Support Instruction Interventions for Reading Comprehension Interventions for Spelling Interventions for Sentence Composition Interventions for Paragraph Composition

5. Reading, Writing & Spelling Problems Basic vs. Applied Skills Basic Skills (K-3) Applied Skills (4-12) Reading to Learn Get Information Writing & Spelling to Demonstrate Learning Applying Math Concepts to Solve Problems • Learning to Read • Learning to Write • Learning to Spell • Learning Math Concepts • Learning to Compute

6. Reading, Writing & Spelling Problems Basic vs. Applied Skills Basic Skills (K-3) Applied Skills (4-12) Accommodations Changes made in the way materials are being presented or in the way the child demonstrates learning, as well as changes in setting, timing, and scheduling. Specially-Designed Instruction • Reading • Writing-Spelling • Math

7. Reading, Writing & Spelling ProblemsPerceptual Model of Reading • Input Visual Pathway • Processing Decoding Accuracy & Fluency Comprehension • Output Oral Reading Fluency

8. Perceptual Model of ReadingInput Eye Fixations & Saccades • Rapid series of “stops” and “jumps” • .25 second average duration (fluent reader) • Fluent readers perceive each and every letter of print (ex. barn vs. bran) Recognition Span • Number of letters/words seen during a fixation • 3-4 letters to the left of the focal point; 7-9 letters to the right Return Sweep • Right-to-left eye movement required by the start of each new line of text Eye Regression • Right-to-left eye movement (self-correction - homonyms, phrasing)

9. Perceptual Model of ReadingInput The boys' arrows were nearly gone so they sat down on the grass and stopped hunting. Over at the edge of the woods they saw Henry making a bow to a little girl who was coming down the road. She had tears in her dress and also tears in her eyes. She gave Henry a note which he brought over to the group of young hunters. Read to the boys it caused great excitement. After a minute but rapid examination of their weapons they ran down the valley. Does were standing at the edge of the lake making an excellent target.

10. Perceptual Model of ReadingInput

11. Perceptual Model of ReadingInput Halo Effect Washout Effect

12. Perceptual Model of ReadingInput Rotational Confusion Reversals (sequencing)

13. Perceptual Model of ReadingInput ehTqaimtimg also qroved that, sa well sabeimg a great humter, Cro-Wagmom Nam saw a comsiberadle artist. He dah flourisheb ta a tine whemenofoehtterridle Ice Ages saw dlotting out nuchfoEuroqe. He dah estadlishebhinself, fought wilbaminalsroflivimbsqace, survivebehtdittercolb, ambtfelbeeqbown umber groumbnenorials of his yaw fo life!

14. Perceptual Model of ReadingInput

15. Perceptual Model of ReadingProcessing Decoding Decoding is the ability to apply your knowledge of letter-soundrelationships (phonics), including knowledge of letter patterns, to correctly pronounce written words. Phonemic Awareness Phonemic awareness is the ability to notice, think about, and work with the individual sounds in words. A student's skill in phonemic awareness is a good predictor of later reading success or difficulty.

16. Phonemic Awareness • Speakers generate 10-15 phonemes per second • Phonemes can be held in temporary memory for 1-2 seconds (max. 5-7 unrelated words) • Co-articulation – the ability to “overlap” several phonemes, while maintaining integrity of each • Specialized phonologic module in the brain recovers phonemes, translates into “particles of language”

17. Phonemic Awareness However… Phonemic segmentation(breaking words into individual sounds) is not part of our “automatic consciousness” Example Say /slip/ Say the individual sounds in /slip/ /s – l – i – p/

18. Phonemic Awareness Neurotypical “Milestones” By 4-6 years of age Awareness that words can “come apart” or “segment” By 6 years of age Ability to count phonemes in small words

19. Phonemic Awareness Levels of Difficulty (Adams, 1990) • Sensitivity to Rhyme (/sip/ - /lip/) • Matching Words by Rhyme or Alliteration (/sip/ - /sat/ - /lip/) • Segmenting Onsets from Rhyme (/tr/ - /ip/; /sl/ - /ip/) • Full Segmentation (/t/ - /r/ - /i/ - /p/) • Manipulation of Phonemes Deletion – say /lips/ without /s/ Addition – say /lip/; say it again with /s/ Substitution – say /lip/; change /i/ to /a/

20. Phonemic Awareness “Tell-Tale” Phonemic Awareness Skill Phoneme deletion (requires segmentation & blending) Example Say /slip/ Say it again, without /l/ /sip/ • Difficulties with phonemic awarenessimpairs decoding • Also - Difficulties with rapid letter discrimination impairs decoding

21. Almost Everyone Speaks,But Not Everyone Reads • Unlike phonemes, letters have no “inherent” linguistic connotation • Writing is not language (a mode, not the code) • Writing is complex; more than “speech written down” Learning to speak is “natural” Learning to reading is not

22. Almost Everyone Speaks, But Not Everyone Reads • 70-80% of American children transform print into phonemes without much difficulty (decoding) • Decoding & comprehension are the major components of reading • Older dyslexics use their ability to think and reason within context to guess words they can’t decode Phonemic Awareness is “at the core” of dyslexia.

23. Why Some People Can’t Read • Dyslexia: An unexpected difficulty learning to read despite intelligence, motivation, and education (“traditional” definition) • Dyslexia is a “language problem” (not a general weakness in intelligence or visual impairment)

24. Dyslexia & Phonemic Awareness • The phoneme (individual sound unit) is the fundamental element of the language system • Difficulty developing awareness“that spoken and written words are comprised of phonemes” • Difficulty retrievingthe correct phoneme(s) (confusing with similar sounds - lotionfor ocean) • Difficulty sequencing phonemes correctly (emeny for enemy) • Localized weakness in phonologic module of brain

25. Historical Roots of Dyslexia • Rudolf Berlin (1887) – to lose the ability to read due to specific brain lesion; used the term “dyslexia” • James Hinshelwood (1895) – an acquired difficulty in reading, not due to ophthalmologic reasons • W. Pringle Morgan (1896) – difficulty with reading despite good eyesight & strong intelligence; used the term “word-blindness” (from birth) • W. E. Brunner (1905) – first American report on “developmental alexia”

26. Reading & the Brain • Paul Broca - established the roots of reading originate in the cerebral cortex (nerve cells near the surface of the brain – gray matter); Loss of speechis not due to the loss of movement - paralysis of the tongue (expressive aphasia) • Carl Wernicke – flawless articulation without understanding (receptive aphasia)

27. Reading & the Brain Samuel Orton (1925) • Reading problems stemmed from failure of the left hemisphere to become dominant over the right • Worked with Anna Gillingham who introduced a systematic approach for teaching “phonograms” to represent the 44 phonemes of English

28. Reading & the Brain Sally Shaywitz (2007) • fMRI is able to peer inside the brain as a person reads • Determine (yes-no) if a pair of single-syllable, “non-sense” words rhyme (ex. rete-veet; mobe-haib)

29. Neurology of Dyslexia

30. Neurology of Dyslexia Beginning Readers Words slowly “sounded out” (word analysis) Wernicke’s Area & Broca’sArea Skilled Readers Words rapidly decoded (word “form” stored – “automatic”) Angular Gyrus Dyslexic Readers A disruption in the left posterior systems prevents rapid, automatic word recognition

31. Dyslexia Simulation Confusion Over the “Logic of Phonics” Ways to spell the sound /a/. made maid ma – ple may they weight steak vein Spell steak – cedeightck (c-ed-eigh-ck)

32. Dyslexia Simulation Di Tri Berrese Uansapponataimuas Tri berrese: mamma berre, pappaberre, a bebiberre. Live innecontinireforesta. NAISE AUS. No mugheggia. Uannodei, pappa, mamma, a bebi go toodabice, onie, furghettelocche di dorre. BaiennebaicommonseGoldilocchese, scigarranottinghe to du battomeichetroble. Scipuschieollefuddedaon di maute; not leave cromme. Dan scigosappestrerresenneslipse in ollebeddse. LEISI SLOBBE!

33. Dyslexia Simulation Baiannebaicommeseomme di tri berrese, ollesonnebrondeenne sand innescius. Dei garra no fudde; deigarra no beddse. En wara die goine due to Goldilocchese? Troerreinnestrit? Collepulissemenne? FETTE CIENZE!

34. Dyslexia Simulation Dei uasIntalinaBerrese, enne die slippeonnaflorre. Goldilocchesesteiderre tree unidase; itteauteausenomme, en guistabecose die ascheerrotumeiche di beddse, scisei "Go to ell," ennrunneommecriane to erre mamma. Uatsiuse? Uaraiugoine du - Go complienesittolle?

35. Definition of DyslexiaInternational Dyslexia Association • 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.

36. Definition of DyslexiaOhio HB 157 “Dyslexia” is defined as a specific learning disorder that is neurological in origin and that is characterized by difficulties with accurate or fluent word recognition and by poor spelling and decoding abilities, which difficulties typically result from a deficit in the phonological component of language.

37. Common Difficulties Associated with Dyslexia • Late-talking • Difficulty pronouncing words (“bus-ghetti” for spaghetti; “mawn lower” for lawn mower; etc.) • Slow to add new vocabulary words • Difficulty with rhyming

38. Common DifficultiesAssociated with Dyslexia • Difficulty learning the alphabet (letter-naming) and learning letter-sound correspondences • Difficulty decoding words in isolation • Confusion over small words (at – to; said – and; does – goes, etc.)

39. Common Difficulties Associated with Dyslexia • Trouble remembering facts • Difficulty spelling - may reverse letter sequences (tap-pat; felt-left; causal-casual; etc.) • Difficulty reading aloud and/or writing • Difficulty with comprehension • Difficulty with penmanship • Often reads “below grade level”

40. Common Strengths Associated with Dyslexia • Concept Formation • Comprehension (listening) • General Knowledge • Problem Solving • Vocabulary • Critical Thinking • Reasoning

41. Critical Skills to Test Phonemic Awareness • Sound Comparison Which words begin with the same first sound • Segmentation Count or pronounce individual sounds of a syllable • Blending Combine sounds of a word that has already been pulled apart

42. Critical Skills to Test Phonologic Memory • Holding phonemes in memory for blending into a word • Holding words in memory for understanding a sentence Rapid, Automatic Naming • Similar to process performed when reading • Ease and speed of retrieving stored phonemes Knowledge of Letter Names & Sounds

43. Critical Skills to Test Two most important skills to test: • knowledge of letters & letter sounds • phonemic awareness Familiarity with conventions of print (spacing of print, top-to-bottom, left-to-right) also helpful IQ tests are not good predictors of later reading problems or, how well child will respond to intervention

44. Helping the Student with DyslexiaLearn to Read • Learn to read by “sounding-out” and “taking bigger words apart” • Learn to spell • Memorize sight words • Practice reading (oral & silent) • Practice fluency • Write letters and stories • Building words & worldly knowledge • Learn comprehension strategies

45. Helping the Student with Dyslexia Learn to Read The “Essentials” of Phonics • Systematic & explicit phonics are the most effective (National Reading Panel Report) • Phonics allows the reader to decode words never seen before • Critics of phonics never mention a lack of effectiveness in helping children learn to read by phonics instruction (Shaywitz, 2003)

46. “De-Mystifying” the “Logic of Phonics” The Six Syllable Patterns of English • Closed • Vowel-Consonant-Silent E • Open • Consonant-LE • R-Control • Vowel Team

47. Closed Syllable • Syllable ends in (or is “closed-off“ by) a consonant, and has only one vowel • The single vowel is usually short (regular sound exceptions – ex. wild, colt) Examples: at, keg, brim, cost, chunk cat-nap, can-vas, dras-tic, sten-cil, con-sul, rhom-bus, sus-pend dis-con-tent, cos-met-ic, at-tend-ant trans-at-lan-tic, in-hab-it-ant ab, tel, phil, phon, ful

48. Vowel-Consonant-Silent e • Syllable has a vowel, followed by a consonant, and the letter e (which is silent) • The first vowel is usually long (regular sound exceptions – ex. give) Examples: ate, gene, bribe, chrome, flutes name-sake, lime-stone, grape-vine pack-age, Chi-nese, pro-vide, in-clude mi-cro-scope

49. Open • Syllable ends with a single vowel (may be the only letter in the syllable) • The single vowel is usually long (however, “schwa happens” ex. A-lask-a) Examples: a, me, hi, fro, flu, try si-lo, ve-to, ha-lo, O-hi-o a-gape, ta-ble, e-ject, tri-pod, ban-jo man-ip-u-late

50. Consonant - le • Syllable occurs at the end of a word and contains a consonant followed by the letters le • The consonant and the l are sounded - the e is silent (regular sound exception – castle, whistle) Examples: crum-ble, un-cle, cra-dle, ri-fle, wig-gle, an-kle, pim-ple, bat-tle sol-u-ble, ve-hi-cle, be-fud-dle, rec-tan-gle