Dyslexia: an awareness Spring Branch ISD Fall 2015 Welcome and introductions Discuss index cards on tables and question box Dyslexia: an awareness Spring Branch ISD Fall 2015 Produced by Darlene Fournier Dyslexia Lead Teacher

Objectives: Become familiar with the components of the definition of dyslexia Become familiar with risk factors students with dyslexia may exhibit Review objectives, reasons and take away: have awareness to be watchful of students you have concerns with progress Share- Look at 2 objectives *familiar with components of dyslexia *rise factors that indicate need to at

Definition of 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 impede growth of vocabulary and background knowledge. Adopted by the International Dyslexia Association Board of Directors, November 12, 2002 Share Definition adopted by IDA as well in TEA Dyslexia handbook

Key Details: Breaking It Down “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 impeded growth of vocabulary and background knowledge. Now look at the key details and break it down. Will discuss the bolded terms. We will now look more specifically at explanations of the key pieces of this definition.

Specific Learning Disability An impairment of learning ability that may affect one or more academic areas, but not others, and exists in spite of adequate intelligence and opportunity to learn. Basic Facts About Dyslexia & Other Reading Problems, Moats & Dakin 2008 It is an impaired learning ability that affect one or more areas but not necessarily all areas of learning Example: Student is very strong in math but struggles in reading, writing and/or spelling. Emphasize that it is still a learning disability but in Texas we are general ed. intervention.

Neurobiological in Origin The student’s reading, language or writing problems arose from factors within that individual that have a basis in “wired in” aptitudes for language learning and reading. Basic Facts About Dyslexia & Other Reading Problems, Moats & Dakin 2008 Neurobilogical- the whole idea that they are born with it and Born with it, heredity component. A student’s environment and personal experiences in life also help to determine how well he or she learns.

Accurate and Fluent Word Recognition The student’s ability to: -read single printed words accurately and quickly. -read aloud with sufficient speed to support understanding. Basic Facts About Dyslexia & Other Reading Problems, Moats & Dakin 2008 Part of what we test for: can they read single words accurately and quickly? Can they read aloud fluently? DRA is guideline only- don’t focus on a number. Student has in place: sight words, memory for text, patterns in words, use of analogies

Spelling and Decoding Abilities The student’s ability to spell accurately and to read unknown words by: -using phonics or letter-sounds correspondences -recognizing syllable patterns and other chunks of longer words. Basic Facts About Dyslexia & Other Reading Problems, Moats & Dakin 2008 Definition of the bolded phrases-the ability to use/see syllable or chunks in words. Letter names, letter sounds and their application in single letter and groups (examples: blends, digraphs, syllable types)

Deficit in the Phonological Component of Language The student has difficulty pronouncing, remembering, or thinking about the individual speech sounds that make up words. Basic Facts About Dyslexia & Other Reading Problems, Moats & Dakin 2008 Where we get into the phono component- retrieval, phonemes, orthographic memory for patterns that. Phonemes. Retrieval of sounds, blending, segmenting. Orthographic-memory for patterns in print

That is Often Unexpected In spite of typical classroom instruction, adequate intelligence, and opportunity to learn, the student struggles with reading and/or writing more than other students at the same grade, age or ability level. Basic Facts About Dyslexia & Other Reading Problems, Moats & Dakin 2008 That idea of looking at the child in classroom the child can put together ideas, problem solve but unexpectedly have issues in reading. Unexpectedness! It is key!

Secondary Consequences The student with dyslexia, because he/she cannot and does not read very much and is not “wired” to learn language easily, often has related problems learning the meanings of words and comprehending academic language as he/she progresses through the grades. Basic Facts About Dyslexia & Other Reading Problems, Moats & Dakin 2008 Then it gets into comprehension, they don’t want to read, so language isn’t developing. Decreased opportunity to develop language due to lack of reading, decreased exposure to language in texts

Common Signs of Dyslexia: Preschool -Delay in learning to talk -Difficulty with rhyming -Difficulty pronouncing words -Poor auditory memory for nursery rhymes and chants -Difficulty in adding new vocabulary words -Difficulty in recalling the right word -Difficulty learning numbers, colors, shapes & days -Difficulty in learning to spell and write own name -Aversion to print; doesn’t enjoy following along (Dyslexia Handbook, Revised 2014) If you see this happening you need to devise to see if they can get it or to target it. What can I do as the teacher to give them opportunities to develop. Discuss early/preschool development with parents; family history?

Common Signs of Dyslexia: Kindergarten & First Grade -Difficulty breaking words into syllables -Difficulty identifying/manipulating sounds in syllables -Difficulty recalling letter names & corresponding sounds -Difficulty decoding single words in isolation -Difficulty spelling words the way they sound (phonetically) or remembering letter sequences in very common words often seen in print (sed for said) (Dyslexia Handbook, Revised 2014) If you notice these things, you may have to specifically target it. You may have to model what you want them to do. -snowman/napkin—segmenting. Even with physical stimulus

Common Signs of Dyslexia: Second & Third Grades -Previously described behaviors* -Difficulty recalling correct sounds for letters & letter patterns in reading -Difficulty decoding unfamiliar words using phonics knowledge -Difficulty recognizing common sight words -Difficulty decoding single words -Difficulty reading fluently (slow, inaccurate, without expression) -Reliance on picture clues, story theme or guessing at words -Difficulty with written expression -Difficulty connecting speech sounds with appropriate letter or letter combinations and omitting letters in words for spelling (Dyslexia Handbook, Revised 2014) 2nd and 3rd –difficulty with common sight words, more fluency issues, gradual difficulty increase.Did not develop in early years. Varied spelling of same word,

Common Signs of Dyslexia: Fourth through Sixth Grade -Previously described behaviors* -Difficulty reading aloud, fear of reading in front of classmates -Avoidance of reading, particularly for pleasure -Acquisition of less vocabulary -Use of less complicated words in writing that are easier to spell -Reliance on listening rather than reading for comprehension (Dyslexia Handbook, Revised 2014) Avoidance, vocab not growing due to lack of reading, use simple words in sentences can start to carry over. Did not develop in early years. Can affect other/all areas of learning

Common Signs of Dyslexia: Middle School & High School -Previously described behaviors* -Difficulty with the volume of reading and written work -Frustration with the amount of time and energy expended for reading -Difficulty with written assignments -Difficulty in learning a foreign language (Dyslexia Handbook, Revised 2014) Again the previously described behaviors scaffolding has not been in place to build compentence, confidence in reading and writing. Did not develop in early years. Scaffolding has not been in place to build competent/confident reader/writer

In Review -Use your awareness to be watchful of your students -Keep records of your observations, concerns -Give support in areas of need -Use your “resources”, including your campus dyslexia support teacher, district dyslexia website -Share concerns, information with SSC coordinator -Keep literature part of the students’ day!!! Keep awareness up- anecdotal records Putting a plan in place to address the issues. SSC in place let us know we are a resource and can give you strategies and activities to use first. Tested under 504, but can enter under SSC or 504. Whether they are section 504 or SSC is a case by case committee decision. Tested under 504. May enter program under SSC or 504. Thank you! Reminder of objectives and knowledge to take away