Dyslexia: What Research Tells Us By: Sarah Parker Graduate Program: Reading, Literacy, and Learning Faculty Advisor: Dr. Blanchette

Take 2 Minutes… What does dyslexia mean to you? Do you know anyone with dyslexia?

Dyslexia Defined (Vellutino, Fletcher, Snowling, & Scanlon, 2004) A neurobiological specific learning disability in which a student with average intelligence without general learning difficulties manifest extreme difficulties in acquiring basic reading subskills and tend to be accompanied by specific deficits in cognitive abilities related to reading and other literacy skills.

Causes of Dyslexia Inadequate facility in word identification (Vellutino, Fletcher, Snowling, & Scanlon, 2004) Inadequate facility in word identification Deficiencies in reading related cognitive abilities Inadequate instruction or experiential factors

Nature Nurture Training and Practice Do not feed the weakness Biological aspects Nurture Do not feed the weakness Interaction with Storybooks (Vellutino, Fletcher, Snowling, & Scanlon, 2004)

Impedes student ability to access learning Education Impedes student ability to access learning Needs to be addressed The earlier the intervention, the easier and the greater lasting impact (Hudson, High, & Al Otaiba, 2007; Vellutino, Fletcher, Snowling, & Scanlon, 2004)

Effects of Dyslexia on Secondary Education Creates Gaps Further impedes student access to learning Reduces functioning to meet grade level expectations Frustrates students Reduces motivation (Gray, 2008; Washburn, Joshi, & Cantrell, 2011; Hudson, High, & Al Otaiba, 2007)

We want… Students in school and functioning at minimum, grade level To foster a positive, supportive and successful learning environment Students to have optimal futures What Can We Do?

Acknowledge Learning literacy is the most complex cognitive skill a human can learn (Goswami, 2008) English is one of the most complex languages to learn (Goswami, 2008)

The more complex the language is, The more complex the teaching should be (Goswami, 2008; Hudson, High, & Al Otaiba, 2007)

Strong Teacher Prep Programs Detailed Understanding of Morphological Awareness (Goswami, 2008) Word Study Knowledge of Programs and Program Effectiveness Language Knowledge

Teachers Need Outstanding Training and Knowledge! Language & Cognitive Process Content Areas Classroom Structure: Appropriate Flexible Grouping Strategies Tools for Differentiation (Vellutino, Fletcher, Snowling, & Scanlon, 2004; Washburn, Joshi, & Cantrell, 2011)

How? Well Trained Educators The Right Professional Knowledge Washburn, Joshi, & Cantrell, 2011; Griffiths & Stuart, 2011 ; Hudson, High, & Al Otaiba, 2007 Well Trained Educators The Right Professional Knowledge The Right Materials The Right Assessment Tools Design Instructional Plan to Meet Needs

Areas for Future Research Study: How Confident Do Teachers Feel About Tasks to Meet the Needs of Learners? Word Study Class Training to Help with Understanding the English Language Position: Comfort Level to Make Confident and Prepared Choices

ANY Questions?

References Berninger, V. W., Lee, Y., Abbott, R. D., & Breznitz, Z. (2013). Teaching children with dyslexia to spell in a reading-writers' workshop. Annals Of Dyslexia, 63(1), 1-24. Goswami, U. (2008). Reading, dyslexia and the brain. Educational Research, 50(2), 135-148. Gray, E.S. (2008). Understanding dyslexia and its instructional implications: A case to support intense intervention. Literacy Research and Instruction. 47(2). 116-123. Griffiths, Y., & Stuart, M. (2013). Reviewing evidence-based practice for pupils with dyslexia and literacy difficulties. Journal Of Research In Reading, 36(1), 96-116. Hudson, R. F., High, L., & Al Otaiba, S. (2007). Dyslexia and the brain: What does current research tell us?. Reading Teacher, 60(6), 506-515. Lorusso, M. L., Facoetti, A., & Bakker, D. J. (2011). Neuropsychological treatment of dyslexia: Does type of treatment matter?. Journal Of Learning Disabilities, 44(2), 136-149. Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004). Specific reading disability (dyslexia): What have we learned in the past four decades?. Journal Of Child Psychology And Psychiatry, 45(1), 2-40. Washburn, E. K., Joshi, R. M., & Binks-Cantrell, E. S. (2011). Teacher knowledge of basic language concepts and dyslexia. Dyslexia, 17(2), 165-183.

Contact Information Sarah Parker Longwood University Reading, Literacy and Learning Sarah.Radzom@live.longwood.edu