Dyslexia What it is, what is isn’t, and what we can do about it FCPS School Psychologists: Jennifer Molepske Marcia Nowell Sarah Stark

agenda Definition of dyslexia Systems/processes involved in reading Characteristics of proficient reader vs reader with dyslexia Evidence-based interventions and things to try at home Resources

What is dyslexia? Dyslexia is a specific learning disability that is neurobiological 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 impact growth of vocabulary and background knowledge. http://ed.ted.com/lessons/what-is-dyslexia-kelli-sandman-hurley (Video about dyslexia)

Neurobiological origins There is evidence that dyslexia is heritable (genetic factors) Environmental factors can play a role as well Proficient readers use different parts of the brain than do dyslexic readers Skilled readers activate the back of the brain Dyslexia readers overuse the left frontal and right frontal regions of their brains BUT this brain profile can normalize to some extent after intervention – meaning that appropriate intervention actually helps a dyslexic reader’s brain to function more like a proficient reader’s brain

Common areas of difficulty Phonological Processing – manipulating sounds of language, pronouncing words, giving rhymes, segmenting and blending phonemes (sounds of words) Rapid Naming – fast, automatic retrieval process, remembering names and lists, reading fluency Orthographic Processing – memory for letters in words, identifying words and symbols, letter/word recognition Research overwhelmingly shows that dyslexia is NOT a visual acuity problem, and no benefit has been found from using vision training (American Academy of Pediatrics, 2009)

Processes and skills involved in reading Reading integrates several different systems: Visual Phonological Working Memory Language Proficient reading involves the skills of: Decoding – sounding-out words Fluency – quick and accurate reading Comprehension – understanding the meaning of text

Characteristics of proficient readers Proficient reading requires: General awareness that words have parts Specific awareness that these parts are sounds Linkage of these sound parts to the printed word Understanding that the printed word and spoken word are related  

Characteristics of dyslexic readers Dyslexic readers exhibit: Difficulty hearing, isolating, and manipulating the individual sounds that make up our language (phonemes) Limited awareness that our spoken language is composed of these phonemes, and that… These sounds correspond to the letters/symbols of our written language In the classroom, these weaknesses may present as difficulty with word recognition, spelling, or decoding words. Other issues may include poor handwriting and comprehension.

If my child has difficulty reading, does that mean he/she has dyslexia? Dyslexia is but one of several “internal” reasons for why a student might not be learning how to read Not all students with reading difficulties or those identified with a specific learning disability will be considered to have dyslexia Example: Student has reading comprehension problems. The mechanical side of reading is fine, but difficulty persists in deriving meaning from print.

If my child has dyslexia, does that mean that he/she needs special education? Special Education is NOT the ONLY answer to the challenge of dyslexia. It is AN answer for a select group of students with more severe manifestations. It is important to understand the student’s specific problem area and design an intervention around that area. There is no “one size fits all” treatment for dyslexia. There are many intervention programs available that address specific areas of dyslexia.

What can we do for dyslexia? Instructional Interventions: It’s important to match the intervention strategy with a specific problem area for the student (Decoding interventions vs. fluency or comprehension interventions) Some of the evidence-based interventions recommended through research include: Wilson program Language! Lindamood Phoneme Sequencing Orton-Gillingham multi-sensory approach Great Leaps for Reading What can be done at home? Make it FUN! Try one of the many excellent literacy apps, targeting skills such as: print awareness phonics comprehensions Lots of EXPOSURE to PRINT Reading to younger sibling, pet, stuffed animal (easy books) When watching TV, put closed captioning on Listen to books on technology device

Resources for parents Books: Websites: Overcoming Dyslexia by Sally Shaywitz (2003) Dyslexia: A Complete Guide for Parents and Those Who Help Them by Gavin Reid (2011) The Dyslexic Advantage: Unlocking the Hidden Potential of the Dyslexic Brain by Brock and Fernette Eide (2012) Websites: International Dyslexia Association www.EIDA.org Learning Disabilities Online www.ldonline.org Virginia Department of Education www.doe.virginia.gov/special_ed/disabi lities/learning_disabilities_guidelines.pd f

take away: SUMMARY OF IMPORTANT POINTS Dyslexia is a specific learning disability…that affects accurate and/or fluent word recognition and decoding… that is the result of a problem with phonological and/or orthographic processing. Reading involves the coordinated use of multiple skills, including decoding, fluency, and comprehension. Not all students with reading difficulties or those identified with a specific learning disability will be considered to have dyslexia, and not all those with dyslexia will require special education services. There is no “one size fits all” treatment for dyslexia, although there are many effective instructional interventions and strategies to help struggling readers become more proficient readers.