When a picture is worth a thousand [u nrea dab le ] words Snapshots of Dyslexia When a picture is worth a thousand [u nrea dab le ] words Pearland ISD Office of Special Programs

A Brief Description Imagine feeling different compared to your friends or siblings. Imagine hearing that you are just lazy or that you need to try harder. Picture yourself when you are very, very tired and you cannot "think straight," or remember important things like names, dates, facts or even words. Now imagine feeling this kind of "brain fog" every day, especially when reading. These feelings are common to someone with dyslexia. Discovered more than 100 years ago, dyslexia is a brain-based condition that makes it extremely difficult to read, write, and spell in your native language —despite at least average intelligence.

Recognizing Phonemes http://www.pbs.org/wgbh/misunderstoodminds/experiences/readexp1a.html Phonemes are the building blocks of language.

What is Dyslexia? The term dyslexia comes from the Greek words "dys" -- which means difficulty with "lexia" -- which means language or words. Dyslexics typically have average to above average intelligence. They may have difficulty with reading, spelling, understanding language they hear, or expressing themselves clearly in speaking or in writing. An unexpected gap exists between their potential for learning and their school achievement.

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 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. International Dyslexia Association Secondary consequences may include problems in reading comprehension and reduced reading experiences, both of which can limit a person's vocabulary and background knowledge.

What is Dyslexia? (cont.) inherited (family history in 40% of cases) brain difference; language is processed differently memory rapid naming speed (word retrieval) directionality unexpected for student’s age, educational level, or cognitive abilities affects 1 in 5 across all socioeconomic groups, (exists on a spectrum from mild to severe) slow readers/learners who otherwise are quite intelligent oral learners

Dyslexia is NOT a problem of letter/word reversals (b/d, was/saw, reversals can be seen thru 2nd grade) caused by poverty or limited educational opportunity caused by developmental delay or speech/hearing impairments caused by learning a second language caused by left-handedness or ADD/ADHD caused by visual perception problems condition that will be outgrown (dyslexia persists)

Common Misunderstandings writing letters backwards is a flag for dyslexia reading difficulties are caused by visual perception problems if given enough time, students will outgrow it more boys than girls are dyslexic only affects English speakers colored overlays will benefit dyslexics dyslexia can be cured (it persists; typically, dyslexic readers will always read more slowly than non-dyslexic readers)

What Makes it Unexpected? A weakness in decoding, surrounded by a sea of strengths

Strengths & Weaknesses

Strengths of Dyslexia These strengths are what make the reading disorder of dyslexia so unexpected compared to the person's abilities: good at understanding new concepts; very intuitive, ability to learn orally exhibits curiosity; always asking "why, why, why" has great imagination and creativity/great artists/designers often very good at athletics has surprising maturity excellent comprehension of stories read or told to him/her a large oral vocabulary enjoys solving puzzles and building models; good 3D visualization and mechanical skills

Causes of Dyslexia Most common cause is genetic Larger right hemisphere, 10% larger in some cases Unusual "wiring." Neurons are found in unusual places in the brain, and are not as neatly ordered as non-dyslexic brains Non-dyslexic readers consistently use the left rear side of their brain when they read. People with dyslexia store language in other locations such as the right side of the brain. A dyslexic brain often works about 5 times harder when reading than a non-dyslexic brain.

How the Brain Reads (It really is Rocket Science …) Sound-Symbol Connection Word Meanings PhonologicalProcessing Orthographic Processing Moats, L. (2003). LETRS: Language Essentials for Teachers of Reading and Spelling, Module 1. Sopris West: Longmont, CO.

Characteristics Difficulties with: Adequate intelligence Difficulty with letter/sound relationships Difficulty with rhyming Confusing small words such as “at” for “to”, “said” for “and”, “does” for “goes” misreading of words (substitutions: gril for girl, form for from, horse for pony, water for ocean) Difficulty with nonsense words (seb, fim, moog), won’t try to sound out unknown word Slow, inaccurate, and labored oral reading (fluency) Difficulty with real words in isolation

Characteristics Difficulties with: Spelling is difficult, may spell the same word differently in a single piece of writing Spelling may be phonetic (beecuz) or lack vowels Listening comprehension is a strength and the student can comprehend at grade level what he hears orally Reading comprehension weaker than listening comp., may need to read several times May have difficulty learning to tell time May transpose number sequences and math signs (+, - , x, =) although math skills are typically strong Weak written expression (punctuation, structure, organization) Very limited amount of time reading

Implications Good readers spend more time reading each day so they read many more words in a year compared to poor readers. Figure 29 in “Overcoming Dyslexia”, Sally Shaywitz, 2003 Region One ESC

Common Signs Pre-School may talk later than most children may have difficulty with rhyming may have difficulty pronouncing words (i.e., busgetti for spaghetti, mawn lower for lawn mower) may have poor auditory memory for nursery rhymes and chants may be slow to add new vocabulary words may be unable to recall the right word may have trouble learning numbers, days of the week, colors, shapes, and how to spell and write his / her name From The Dyslexia Handbook – Revised 2014

Common Signs K – 3rd grade fails to understand that words come apart; for example, that snowman can be pulled apart into snow and man and, later on, that the word man can be broken down still further and sounded out as: /m/ /ă/ /n/ has difficulty learning the letter names and their corresponding sounds has difficulty decoding single words (reading single words in isolation)—lacks a strategy has difficulty spelling, especially irregular or homophones reads dysfluently (choppy and labored) relies on context to recognize a word From The Dyslexia Handbook – Revised 2014

Common Signs 4th grade – high school has a history of reading and spelling difficulties avoids reading aloud reads most materials slowly; oral reading is labored, not fluent avoids reading for pleasure may have an inadequate vocabulary Because of difficulty spelling, may resort to using less complicated words in writing that are easier to spell From The Dyslexia Handbook – Revised 2014

What if I Suspect a Reading Disorder? Pearland ISD follows a tiered process for struggling students in this order: Preventive programs – strong classroom instruction in phonics, writing, spelling, language arts, and a literature-based reading program Response-to-Intervention (RTI) Committee – parents, teachers, counselor, and administrators meet to review student data and recommend research-based interventions Interventions – targeted interventions are tailored to address student weakness. Data is collected over a period of time to document student response or lack of it. Interventions include intensive small group sessions, tutoring, pullout reading programs, summer school and bilingual programs Testing – if student does not respond to interventions, he / she can be referred by RTI Committee for formal testing. Written parental permission is required; testing is completed within 30 days of consent, committee and parents meet within 15 days of completed testing to discuss results and possible program placement

Steps to Follow

Testing for Dyslexia letter knowledge (name and sound) reading real & nonsense words in isolation (decoding) reading fluency (rate and accuracy) reading comprehension listening comprehension phonological awareness phonological auditory memory rapid naming skills vocabulary and word meanings written spelling general cognitive ability vision/hearing screening teacher / parent / report cards / progress reports

What is Multisensory Instruction? Engaging two or more pathways in the brain simultaneously in order to enhance memory and learning. Region One ESC

504 Accommodations for Dyslexia extra time for written response reading quiz/test questions to dyslexic students modified spelling, as needed, sometimes can be “inventive” spelling, list of 3 choices with 1 correct chunking assignments preferential seating checks for understanding extra time for oral response, as needed Audio books (Learning Ally, free to student)

Teaching Strategies DO Use visuals/graphics and real-life connections Use multisensory instruction (see, say, hear, do) Use manipulatives if possible Slowly move from concrete to abstract Reduce quantity of timed work, homework if mastery find their strengths accept oral responses make sure they understand/remember directions have extra time for writing/copying seat near front of room or teacher

For more info … Overcoming Dyslexia, Dr. Sally Shaywitz http://dyslexia.yale.edu “Could it be Dyslexia” video, Susan Barton, www.brightsolutions.us Neuhaus Ed. Ctr., www.neuhaus.org LDOnline, www.ldonline.com Internatl. Dyslexia Assoc., www.Interdys.org FreeReading, www.freereading.org Learning Ally, www.learningally.org (formerly RFBD, free audio books) http://www.pearlandisd.org/webpages/dnguyen/