Dyslexia

THE INS AND OUTS OF DYSLEXIA

What is dyslexia?
Current working 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

What does this mean?

It is a language based disability Refers to a difficulty with language, particularly

reading writing

May cause difficulties in spelling, speaking and

It is a lifelong status a child is born dyslexic and

will be dyslexic for the rest of their life

What is dyslexia?

5 Myths about Dyslexia

Myth #1: Dyslexia is something the child will outgrow.
Fact: While some children who struggle with reading are late-bloomers, children with dyslexia continue to face challenges as readers as they grow. Myth #2: Dyslexia affects more boys than girls. Fact: Over time, researchers have confirmed that just as many girls as boys have dyslexia. Boys are more likely to be referred for diagnosis.

5 Myths about Dyslexia

Myth #3: Dyslexia affects only people who speak English.
Myth #4: Dyslexia is a problem of visual perception. Fact: Dyslexia is often depicted with letters and words upside-down or backwards. But research tell us the difficulty is at the phoneme level with translation of sounds to symbols.

Fact: Dyslexia occurs in speakers of all languages.

5 Myths about Dyslexia

Myth #5: A person with dyslexia cannot be a good reader.

Fact: With intense systematic instruction, a person with dyslexia can become a strong reader. This is especially true if the child receives early intervention.

What causes dyslexia?

Exact causes are unclear Anatomical & brain imagery studies show differences

in the way the brain of a dyslexic person develops and functions

NOT due to lack of intelligence or desire to learn!!

Prevalence of Dyslexia

5 17% of school age children have dyslexia

Dyslexia is the most common learning disability Occurs with equal frequency between boys and girls More than 1/3 of fourth grade students can not read

well enough to comprehend grade level material

(National Center for Education Statistics, 2001)

Famous Dyslexics

Erin Brokovich
Pablo Picasso Henry Ford

Famous Dyslexics

Nolan Ryan
Steven Spielberg John Skoyles

Effects of Dyslexia
Core difficulty is with word recognition, reading

fluency, spelling and writing

Dyslexia can affect a persons self-image. Often feel dumb and less capable than they actually are Students can experience great amounts of stress due to academic problems and struggling in school despite working very hard

Things We Wish

EVERYONE
Knew

Learning to read when you have dyslexia is like hitting a brick wall over and over. We need you to help us go around the wall not through it.

Being dyslexic doesnt mean we arent really

smart!

We need to work in a different way, not in a harder way."

I need you to speak more slowly when you give instructions.

We are not lazy.

Having dyslexia means you have to

work hard and never quit! It just takes us longer and we will have lots of questions.

Primary Characteristics

Students experience difficulty with:

Reading real words in isolation Accurately decoding nonsense words Slow, inaccurate, labored oral reading Learning to spell

Characteristics Result from Difficulty with:

Development of phonological awareness Segmenting, blending, and manipulating sounds

Phonological memory Holding information about sounds and words in memory Learning the names of letters and their sounds Rapid naming of objects, colors, and letters

Secondary Consequences of Dyslexia

Difficulty with aspects of reading comprehension

Difficulty with aspects of written composition Limited amount of time spent on reading activities

Experience Dyslexia Simulation

Experience Dyslexia Simulation

How did you feel?

What were you thinking? What did you say in your mind about yourself? How did you behave as a result?

Matagorda County Identification Process

Student receives interventions on campus to help

improve in areas of reading or math.

After receiving interventions, the child still does not

make adequate process

Campus RtI Team evaluates data from interventions

and determines need for assessment of dyslexia

MCES RtI Team reviews documentation and agrees

with need for assessment

Identification Process Continued

Campuses notify parent of need to assess for dyslexia Testing is completed by a trained tester and a

diagnostician
MCES RtI Team, including a diagnostician, makes a

determination based on assessments

Parents and teachers are notified of results

If a child is determined to be dyslexic, what next?

Services and Placement

Intervention Class This is a small group pull-out class where students receive instruction from a teacher trained in dyslexia. Accommodations Only This student may only be mildly dyslexic or already completed intervention, but needs some accommodations to be successful in the regular classroom. Monitor Status This student no longer needs intervention or accommodations to be successful in the regular classroom, but is still monitored to ensure continued success without support.

Resources
International Dyslexia Association

www.interdys.org 800.ABC.D123
Learning Disabilities Association

www.LDAAmerica.org
State Dyslexia Hotline

800 232 3030