Reading Disabilities Ann Morrison, Ph.D.

Predominant Reading Disabilities DyslexiaHyperlexia Defined as a language- based learning disability resulting in the reduced ability to hear and manipulate sounds within words Defined as a language- based learning disability resulting in the reduced ability to make sense of oral and printed language Usually above average IQ High comprehension, low decoding Low comprehension, high decoding Subtypes exist Relatively high prevalenceRelatively low prevalence Morrison,

Predominant Reading Disabilities: Socially, looks like… DyslexiaHyperlexia Socially, people with dyslexia are frequently very successful, have many friends Socially, people with hyperlexia are frequently unsuccessful making and keeping friends Morrison,

Predominant Reading Disabilities: Academically, looks like… DyslexiaHyperlexia Looks like extremely poor spelling, ability to sound out words well below grade level Looks like extremely early and successful decoding and spelling, well above grade level Looks like high social and “big picture” comprehension Looks like low social and “big picture” comprehension Morrison,

Predominant Reading Disabilities DyslexiaHyperlexia Can be associated with attention disorders Can be associated with autism spectrum disorders Results in low self-esteem related to reading and writing Results in low-self esteem in many areas Morrison,

Predominant Reading Disabilities: Teaching DyslexiaHyperlexia Teach phonological awareness, phonics, use of graphs, charts, study skills, and how to use strengths in comprehension Teach social and figurative language, visualization using dual coding, and how to use strengths in analytical thinking Teach code-based or “bottom-up” skills Teach meaning-based or “top down” skills Students can successfully be taught how to hear and manipulate sounds, use spell-check, and use strategies for school success More difficult to help children make gains than for dyslexia Morrison,

Predominant Reading Disabilities: Assessment DyslexiaHyperlexia Higher scores on tests of sight words than nonsense words, lower on both, however Relatively same scores on tests of sight words than nonsense words, high on both Low scores on spelling and written language High scores on spelling. Written language may be fluent yet lack depth of meaning Morrison,