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Understanding Dyslexia. Hosted by: LPISD Reading Interventionists & Special Programs Department March 7, 2013. Welcome!. Introductions: Dr. Linda Wadleigh – Deputy Supt. for Curriculum & Instruction Jewel Whitfield – Exec. Director of Elementary Education
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Understanding Dyslexia Hosted by: LPISD Reading Interventionists & Special Programs Department March 7, 2013
Welcome! • Introductions: • Dr. Linda Wadleigh – Deputy Supt. for Curriculum & Instruction • Jewel Whitfield – Exec. Director of Elementary Education • David Knowles – Exec. Director of Secondary Education • Dr. April Fox – Exec. Director of Special Programs • Jennifer Green – Coordinator of Special Education • Sonya Donahoe – Diagnostician
Reading Interventionists • Lori Siltman - College Park Elementary, Lomax Elementary • Tracy Greenwood – La Porte Elementary, Rizzuto Elementary • Allison Timm – Jennie Reid Elementary, Heritage Elementary • Kimberly Fletcher – Bayshore Elementary • Nancy McMahon – Baker 6th Grade Campus • Heidi Trotta – Baker 6th Grade Campus • Margaret Cox – La Porte Junior High • Dr. Dolly Liburd – Lomax Junior High • Justin Myers – La Porte High School • Jessica Emmons – La Porte High School
Definition of Dyslexia • Dyslexia is a specific learning disability that is neurological 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. From: International Dyslexia Association
The Power of Dyslexia • The Power Of Dyslexia about Famous Dyslexics • https://www.youtube.com/watch?v=l_qGJ9svUbM
Difficulty with Oral Language • Late in learning to talk • Difficulty pronouncing words • Difficulty learning the alphabet, nursery rhymes, or songs • Difficulty following oral directions
Difficulty with Reading • Difficulty learning to read • Difficulty identifying or generating rhyming words or counting syllables in words (phonological awareness) • Difficulty with hearing and manipulating sounds in words (phonemic awareness) • Reverses letters or the order of letters when reading • Misreads or omits common small words • “Stumbles” through longer words • Poor reading comprehension during oral or silent reading • Slow, laborious oral reading
Difficulty with Written Language • Difficulty putting ideas on paper • Many spelling mistakes • May do well on weekly spelling tests, but there are many spelling mistakes in daily work. • Difficulty in proofreading
Difficulty with Organization • Loses papers • Poor sense of time • Forgets homework • Messy desk • Overwhelmed by too much input • Works slowly
Other Common Signs • Difficulty naming colors, objects, and letters (Rapid Naming) • Memory problems • Needs to see or hear concepts many times in order to learn them • Work in school is inconsistent • Relatives may have similar problems
Video Clips---- • Celebrity Interviews : Shake It Up Star Talks Dyslexia • https://www.youtube.com/watch?v=AGePr6dvXRE • decoding dyslexia • https://www.youtube.com/watch?v=XKekE10b82s
Understanding How Phonics Helps Children Decode and Comprehend • Skilled readers must be able to identify words quickly and accurately. • Readers must learn sound-spelling relationships in English. • Decoding – words that follow predictable spelling patterns. • Phonics instruction gives students a toolbox of principles about letters and sounds that helps them figure out words.
As more words become firmly stored in child’s memory, they gain fluency and automaticity in word recognition. • The more times a child encounters a word in text, the more likely it becomes a “sight word”. • When children no longer struggle with decoding words, they can devote their full attention to making meaning out of text. • As a reader grows, vocabulary and concepts becoming more challenges.
Assessed Areas Academic Skills • Letter knowledge (name and associated sound) • Reading real and nonsense words in isolation (decoding) • Reading fluency (both rate and accuracy should be measured) • Written spelling (An isolated difficulty in spelling would not be sufficient to identify dyslexia) Cognitive Process • Phonological/phonemic awareness • Rapid naming
Assessed Areas - Additional Additional Areas that MAY be Assessed • Vocabulary • Reading comprehension • Listening comprehension • Oral expression • Handwriting • Orthographic processing • Intelligence
La Porte ISD’s Dyslexia Services Elementary • R.E.A.D. – Reading Education Addressing Dyslexia • D.I.P. – Dyslexia Intervention Program
La Porte ISD’s Dyslexia Services Secondary • Baker 6th Grade Campus – • Use of flexible grouping on Tuesdays and Thursdays during the last 30 minutes of the day • La Porte Junior High – • Reading/Dyslexia elective • Lomax Junior High – • Reading Lab Time elective • La Porte High School • Services/Accommodations are determined on an individual basis by the student’s 504 or ARD Committee
Possible Classroom Accommodations • Extended time • Small group instruction • Peer reader • Questions and answers read orally • Shortened assignments if appropriate • Preferential seating • Allow use of books on tape • Spelling---alternate or oral test
Possible Accommodations for State (STAAR) and District Assessments • Individual or Small Group Administration • Reminders to Stay on Task • Test questions and answers choices may be read aloud to a student • Reading, Math, Science, and/or Social Studies • Extended time – same day • Basic Transcribing • Spelling Assistance – • Writing (compositions) and Eng. I, II, III Short Answers There is specific eligibility criteria for each STAAR accommodation. The student MUST meet the criteria before use of the accommodation can be considered.
