S UPPORTING D YSLEXIC S TUDENTS IN M AINSTREAM E DUCATIONAL S ETTINGS By Alicia Smith

W HAT IS D YSLEXIA ? Working definitions of dyslexia Inability to decode words well despite substantial reading instruction ( Pressley &McCormick, 2007) Language based learning disability Refers to a cluster of symptoms which results in people having difficulties with specific language skills, specifically reading (International Dyslexia Association, 2011) Average to above average IQ’s are common in people with dyslexia

W HO DOES DYSLEXIA AFFECT ?  15-20% of the population has a language based learning disability (International Dyslexia Association, 2011)  An average of 4 to 5 student out of a class of 25 are affected

I SSUES FACING CLASSROOM TEACHERS Language based learning disabilities may go undiagnosed for long periods of time Given the prevalence teachers must be prepared to support these students in their classroom Many students with moderate to severe dyslexia may be kept in mainstream classrooms for most of instructional time Due to misconceptions surrounding dyslexia, families may struggle with how to best support their child

D YSLEXIA IN E DUCATIONAL S ETTINGS Students with dyslexia require differentiated instruction methods Debate on how to best support dyslexic students Advocates for both pull out and in class interventions

T YPES OF INSTRUCTION Multi-Sensory instruction utilizes phonetics and emphasizes visual, auditory and kinesthetic learning styles. Approach includes teaching students to understand alphabetic principal, read sight words, and be proficient in reading words by matching speech sounds to parts of words Emphasizes direct, explicit instruction

T YPES OF INSTRUCTION, CONTINUED Morphological instruction includes teaching students to be conscious of morphological structure of words and their ability to reflect and manipulate the structure.( example :jump+s, jump+ing)(Goodwin & Ahn, 2010) Approach also emphasizes explicit, direct instruction

E LEMENTS OF S UCCESSFUL I NTERVENTIONS Multiple instructional components, focused on explicit and systematic instruction in phonology and the alphabetic code Engaging and interactive, incorporates manipulatives often Allows opportunity to respond many times Provides ample opportunities to practice through cumulative reviews of reading skills designed to support mastery learning Data is used to monitor progress and ensure intervention validity (Otaiba, Conor, Foorman, Shatschneider, Grulich & Sidler, 2009)

I NTERVENTION The Response to Instruction or Intervention (RTI) process is used to to eliminate ineffective reading instruction as a cause of reading difficulties. Three tiers of instruction Tier 1 primary classroom instruction-all students receive evidence-based and well-implemented reading instruction for 90 minutes per day Tier 2 – interventions provided to children who did not make adequate gains when they received Tier 1 Tier 3- individualized instruction based on students assessment data ( small group of 1 to 3 students)

C ONCLUSIONS Students with dyslexia need early and often interventions to ensure their success Through RTI, teacher identifies needs and correct instruction for students Interventions should includes systematic instruction using multi-sensory instruction with an emphasis on explicit instruction on phonemic awareness, phonics, morphemes and alphabetic code

S OURCES Goodwin, A. P., & Ahn, S. (2010). A Meta-Analysis of Morphological Interventions: Effects on Literacy Achievement of Children with Literacy Difficulties. Annals of Dyslexia, 60(2), The International Dyslexia Association Pressley, M., & McCormick, C.B. (2007). Child and adolescent development for educators. New York, NY.: The Guilford Press. Otaiba, S. A., Connor, C.M., Foorman, B., Schatschneider, C., Gruelich, L.,& Sidler, J.F. (2009). Identifying and intervening with beginning readers who are at-risk for dyslexia. Perspectives on language and literacy, 35(4),