Dyslexia Parent Meeting Fall 2013 Elolf Elementary Ms. Bailey M.Ed, CALT Ms. Arnold M.Ed, CALT The Power of Dyslexia about Famous Dyslexics

What is Dyslexia? “Dyslexia is a learning disability that primarily affects one’s ability to learn to read and develop a strong understanding of language” Brain process information differently Meaning your child thinks, learns, communicates and solves problems differently The Everything Parent’s Guide to Children with Dyslexia

What is Dyslexia? Dyslexia may impact a child’s Ability to remember or follow directions Time management skills Organizational skills Oral communication

Strengths and Weaknesses Creative thinkers or “think outside of the box Artistically talented Intuitive thought process Often students will know the answer but have a difficult time explaining how they arrived at that answer. Phonemic Awareness Word retrieval or rapid automatic naming Poor digit span Difficulties with sequencing Visual perception confusions Phonemic Awareness-ability to break dwon and manipulate the small units of sound in words…/c/ /a/ /t/ is cat Word retrieval or rapid automatic naming – quickly saying the names of letters printed on a chart…could also be objects when shown a picture Poor digit span – ability to store a short sequence of letters or numbers in short term memory Sequencing Visual Perception confusion – b d confusions

Multisensory Learning Auditory Learning Style Learn best by listening Visual Learning Style Learns best by seeing pictures, graphs etc… Kinesthetic Learning Style Learns best by using hands or active participation

Dyslexia Definition The International Dyslexia Association defines Dyslexia as “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.”

Characteristics of Dyslexia Reading/Spelling characteristics Difficulty reading real words in isolation Difficulty accurately decoding nonsense words Slow, inaccurate, or labored oral reading (lack of fluency) Difficulty with learning to spell Difficulty reading sight words in isolation and context, sometimes omit these words

Characteristics of Dyslexia Difficulty with the following Development of phonological awareness (segmenting, blending and manipulating sounds in words) Learning letter names and sounds Phonological memory (holding information about sounds and words in memory) Rapid naming of familiar objects, colors or letters

Characteristics of Dyslexia Secondary consequences Possible difficulty with aspects of reading comprehension Possible difficulty with aspects of written composition Limited amount of time spent in reading activities

Dyslexia Services at Elolf Two Certified Academic Language Therapists Certified teachers with Masters Degrees Completed 2 year internship/training through the Scottish Rite program Combined more that 2000 hours of dyslexia therapy Take Flight 2 year program Research based (Scottish Rite Hospital in Dallas) Phonics based program Alphabet skills, decoding, fluency, phonemic awareness, spelling and comprehension skills Multisensory Learning Systematic, Sequential and Cumulative

Alphabet Instruction Recognition Sequencing Alphabetizing practice Accent

Decoding Instruction Decoding is looking at letters and translating them into speech sounds. Links all the letters and sounds in the English language. 26 letters, 44 sounds, 98 letters and letter clusters Single syllable and multisyllable words Coding marks Breve ă Macron ā

Fluency Instruction Fluency is reading accurately at a smooth and even pace. Repeated Accurate Practice (RAP) Instant Words Timed reading for rate Repeated readings for smoothness

Phonemic Awareness Instruction Increases sensitivity to how we make the sounds What happens with our tongue, teeth, lips, air, voice and how does it feel? Increases appreciation that sounds make syllables, that make words, that form sentences Develops ability to separate, blend and manipulate sounds in words

Spelling Instruction Links the 44 sounds in English with the letter or letters that represent those sounds Direct Instruction Spelling generalizations Spelling rules

Comprehension Instruction Comprehension is getting meaning from what is read Direct Instruction Preview Predict Identify important information Develop self-correcting strategies

Why Cursive Handwriting Begins at a consistent starting point for each letter Reduces reversals of letters Provides unique letter shapes

Parent Support Role Complete homework assignments together Handwriting RAP Instant Words Rate

Resources The Everything Parent’s Guide to Children with Dyslexia by: Abigail Marshall Overcoming Dyslexia by: Sally Shaywitz Dyslexia Handbook http://www.region10.org/dyslexia/links/dyslexia-handbook-english/ Scottish Rite Parent Information Seminar