Dyslexia Institute of Indiana Awareness Stimulation Easterseals Crossroads June 15, 2018

DII’s Mission Believing that all people are entitled to fulfill their potential, the Dyslexia Institute of Indiana exists to serve children, adolescents and adults with specific language disabilities.

What is Dyslexia? A language based learning difference that typically impacts reading, writing, and spelling 15 – 20% of the population have symptoms of dyslexia Classroom of 30 may have 6 students with dyslexia People with dyslexia have average to well above average IQs People with dyslexia typically are gifted in 1 or more areas

What is Dyslexia? (cont.) People with dyslexia do not have a primary diagnosis of emotional difficulties HOWEVER…. Due to the frustration and discouragement that often develops during the school years, those with dyslexia often develop a low self-esteem

Common Myths Regarding Dyslexia People with dyslexia have a vision problem that causes them to see backwards Dyslexia only affects boys Sally Shaywitz’s study shows that an equal number of boys and girls are affected, more boys are more often referred

Reality People with dyslexia confuse letters that are visually similar i.e. b, d, g, p, q People with dyslexia see letters as others do, but process differently

International Dyslexia Association’s Definition Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and 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

Dys – lexia Difficulty with Language Reading Decoding Comprehension Spelling Writing Formation of letters Written expression Expressive Language Speaking Receptive Language Listening

The Process of Learning Step 1 Five senses act as receptors to the outside world – we sense and attend Step 2 Input to brain for processing – visual, auditory, tactile Step 3 Perception – the brain’s awareness of the sensation Step 4 Concept – language is applied Step 5 Storage in memory

Visual Pathway

Auditory Pathway

Kinesthetic Pathway

Dyslexia is Not Dyslexia is not: A cognitive disability Determined by psychological test administered individually by a certified clinical and educational psychologist or neurologist 2. A physical disability Uncorrected visual impairment Uncorrected hearing impairment Debilitating illness 3. Due to socio-cultural deprivation Lack of opportunity Children of migrant workers Children from impoverished areas Children speaking primarily another language at home until school entrance 4. Primary emotional disturbance (As opposed to secondary emotional problems resulting from school failure)

Language Learning Difficulties for Those with Dyslexia Difficulty getting information to long-term memory. Example: Student knows the word “the” instantly today, but doesn’t recognize it tomorrow. 2. Difficulty retrieving information from memory. Example: Student is asked to give the sound that y makes but the student can’t retrieve the previously taught information. Student recognizes that he knows the information but needs prompting to recall it (such as a keyword). 3. Difficulty sequencing information. Example: Student reads the word “saw” as “was”, going from right to left instead of left to right, or student can’t remember the correct sequence of words in a dictated sentence when writing.

Language Learning Difficulties for Those with Dyslexia (cont.) Difficulty remembering and understanding abstract concepts. Example: Student is unable to understand the meaning of a verb, noun, etc., or student can’t grasp the idea of past, present or future tense verbs. 5. Difficulty recognizing patterns and generalizations Example: Student reads a series of one syllable words all with short u and can’t recognize that all of the words have short u in them without being prompted. 6. Difficulty integrating information. Example: Student knows the meaning of the word “truth” and the suffix “-ful”, but can’t generate a definition for the word “truthful”. 7. Difficulty transferring information from memory to various activities. Example: Student is able to spell a list of words using the –ck spelling rule during a lesson as well as explain the spelling rule, but while in school, misspells words that also follow the pattern.

Early Warning Signs of Dyslexia Preschool Late talking, compared to other children Pronunciation problems Slow vocabulary growth, often unable to find the right word Difficulty rhyming words Trouble learning numbers, the alphabet or days of the week Extremely restless and easily distracted Trouble interacting with peers Poor ability to follow directions or routines

Early Warning Signs of Dyslexia Grades K-4 Slow to learn the connection between letters and sounds Confuses basic words (run, eat, want) Makes consistent reading and spelling errors including letter reversals (b/d), inversions (m/w), transpositions (felt/left) and substitutions (house/home) Transposes number sequences and confuses arithmetic signs (+,-,x,/,=) Slow recall of facts Slow to learn new skills, relies heavily on memorization Impulsiveness, lack of planning, unstable pencil grip Trouble learning about time Poor coordination, unaware of physical surroundings, prong to accidents

Can you answer yes to most of these statements about the individual? Red Flag Quiz The following screening might help identify if your child, or someone you know, is at risk for dyslexia Can you answer yes to most of these statements about the individual? Confusion of similar looking objects (b/d, f/t, m/w, e/c Confusion with similar sounding words Difficulty with sequencing days Difficulty expressing thoughts, verbally or written Difficulty with following directions, verbally or written Spelling difficulties Difficulty with rote memorization Family members with a history of struggling with reading and spelling Anxiety over school, test-taking, reading out loud, getting work completed Appears to be guessing when reading (skips, adds, or changes words to fit the context) Does not read for pleasure Performance in school does not match student's apparent potential

Academic Understanding vs. Emotional Understanding Many people have academic understanding of dyslexia. However many don’t have an emotional understanding of the frustration, anxiety, tension and failure that those with dyslexia face daily in school.

Federal Definition of Learning Disabilities Specific learning disability is defined as: a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations. Federal Definition/Criteria for Specific Learning Disabilities 34 CFR 300.8 Child with a disability.

What do you see?

These Simulations.... …will allow you to walk in the shoes of someone with dyslexia.

Remember….. Those with dyslexia have difficulties in school specific to learning language – especially reading, spelling, and written expression. Dr. Samuel Orton a pioneer in the field of specific language disability, explained that the brains of people with dyslexia are physiologically different. Different does not mean inferior!

…are like snowflakes. No two are alike! People with Dyslexia… …are like snowflakes. No two are alike!

Recognize and Encourage The strengths of those with whom you work who have dyslexia!

Thank you! Lynn Leonard Manager lleonard@diin.org