Beginning Teacher Symposium Lynn Bailey, NC DPI

Beginning Teacher Symposium Lynn Bailey, NC DPI

Western Carolina University 2014

Basic Facts on Dyslexia
Research Definition-IDA, 2002 / Dyslexia is a specific learning ______that is______
based and characterized by difficulties with decoding and ______that are the result of a deficit in the ______component of language and is often______in relation to other______abilities and effective classroom instruction, secondary consequences may include problems in______.
Word Bank: comprehension phonological
disability neurologically
encoding unexpected
cognitive
Why define dyslexia? / 1-Clear up myths and misconceptions
2- Link the public to information and resources
3- Enable research on the value of educational treatments
Dyslexia Is…
FACT OR FICTION ??? / •a language-based problem
•An appropriate label for 5% of students with reading problems
•seeing words backwards or seeing shaking letters
•Occurs at all socioeconomic levels
•responsive to standard reading instruction
•a lack of intelligence
•Occurs slightly more often in boys than in girls
•a developmental lag
•A matter of degree of difficulty with reading and not a different type of problem
•a visual problem
•due to lack of effort
•uncommon in 0 5%-17.5% Of population
•Exists across all levels of intelligence
Brain Research / •New ______technology, scientists have discovered that the brains of struggling readers and the brains of strong readers work differently
•Differences DO NOT have anything to do with intelligence or a hole or defect in the structure of the brain
•Differences are in the way the brain communicates
•Skilled readers use the left side of the brain
Struggling readers show over activation on the right side of the brain
What the brain does… / •Phoneme Producer
•Word Analyzer
•Automatic Detector
How Prevalent Is Dyslexia? / •15% of the population is Learning Disabled
•75-80% of these are disabled in reading
•Males slightly more often affected
•74% of poor 3rd graders were still impaired when tested in high school
•“Compensated” adult dyslexics still demonstrate measurable underlying problems
Characteristics of Learning Disabilities
Preschool and Kindergarten / •Trouble learning phonics (sounds of letters)
•Low on phoneme awareness tests (taking apart speech sounds in words)
•Poor spelling
•Cannot remember “sight” words
•Poor handwriting
Grades K-1 / •Cannot recall sight words even after practice
•Poor phonics skills
•Poor spelling
•Speech sounds omitted
•Inaccurate recall of speech sounds for letters
•Poor recall for even the commonest “little” words
ADDITIONAL PROBLEMS
•Inaccurate and slow oral reading
•Comprehension problems arising from poor word recognition
•Poor handwriting and/or written expression
•Avoidance of reading and writing
Grades 2-3 / •Slow on oral reading fluency tests
•Inaccurate reading of real & nonsense words
•Poor spelling, handwriting & written expression
•Avoidance of reading
•Weak in reading strategies
•Weak reading comprehension when compared to listening comprehension
Grades 4-6 / •Slow and laborious reading
•Overwhelmed by multiple assignments
•Cannot work fast enough to cope
•Lack of effective strategies for studying
•Needs accommodations and modifications
•Written work remains a huge problem
Grades 7-8 / •Reads slowly
•Comprehension and vocabulary may have declined from lack of practice
•Writes poorly and with great effort
•Needs strategy and study skills instruction
•Needs accommodations and modifications
•May need foreign language exemption if accommodations do not provide enough support
•Delivery of remedial instruction still critical
High School / •Reads slowly
•Comprehension and vocabulary may have declined from lack of practice
•Writes poorly and with great effort
•Needs strategy and study skills instruction
•Needs accommodations and modifications
•May need foreign language exemption if accommodations do not provide enough support
•Delivery of remedial instruction still critical
CHARACTERISTICS OF DYSLEXIA
Phonological Processing: Three main causes for difficulty / •Phonemic Awareness
•Word Retrieval
•Working Term Memory
Secondary Difficulties / •Reading vocabulary--Big issue, especially after 3rd grade, and can adversely impact reading and listening comprehension as well as class participation
•Reading comprehension (including listening comprehension) is often poor; sometimes exists even if reading is good or if has been well remediated
•Written expression frequently weak because of multiplicity of skills that must be coordinated
What can you do? / Research b______strategies
How much practice? ______
Simple to ______
Reduce C______L______
Pair auditory with V______
Provide W______T______
Believe they can be successful.