1. Victor J Ramirez Patricial Lomeli Kimberly Kimura Dyslexia

2. What is Dyslexia? Dyslexia is a specific learning disability that is neurobiological 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. Dyslexia is also known as Specific Language Disability because it is a disability specifically related to learning language.

3. Is My Child Dyslexic? Common characteristics of dyslexia: Oral language Late learning to talk Difficulty pronouncing words Difficulty acquiring vocabulary or using age appropriate grammar Difficulty following directions Confusion with before/after, right/left, and so on Difficulty learning the alphabet, nursery rhymes, or songs Difficulty understanding concepts and relationships Difficulty with word retrieval or naming problems

4. Reading : Difficulty learning to read Difficulty identifying or generating rhyming words, or counting syllables in words (phonological awareness) Difficulty with hearing and manipulating sounds in words (phonemic awareness) Difficulty distinguishing different sounds in words (phonological processing) Difficulty in learning the sounds of letters (phonics) Difficulty remembering names and shapes of letters, or naming letters rapidly Transposing the order of letters when reading or spelling Misreading or omitting common short words “Stumbles” through longer words Poor reading comprehension during oral or silent reading, often because words are not accurately read Slow, laborious oral reading

5. Written language: Difficulty putting ideas on paper Many spelling mistakes May do well on weekly spelling tests, but may have many spelling mistakes in daily work Difficulty proofreading

6. Other common symptoms that occur with dyslexia: Difficulty naming colors, objects, and letters rapidly, in a sequence (RAN: rapid automatized naming) Weak memory for lists, directions, or facts Needs to see or hear concepts many times to learn them Distracted by visual or auditory stimuli Downward trend in achievement test scores or school performance Inconsistent school work Teacher says, “If only she would try harder,” or “He’s lazy.” Relatives may have similar problems

7. What is the Slingerland Approach? A structured, sequential, simultaneous, multisensory teaching approach designed to help dyslexic students and other struggling readers with speaking, reading, writing and spelling. Flexibility also makes this approach effective in general education classrooms as well.

8. Beth H. Slingerland’s definition of a Specific Learning Disability.

9. Screening Slingerland developed The Slingerland Tests for Identifying Children with Specific Language Disabilty (dyslexia). Originally five forms were developed which are graduated for use with K-6. The tests have since been adapted for use with adolescents and adults. Tests can be administered individually or in classroom-sized groups.

10. Slingerland tests are designed to screen children for specific language disabilities (dyslexia). The earlier the identification the sooner prevention or remediation can begin. Early patterning through sensory channels serving language can strengthen neurological pathways for learning. The tests can also help to identify current language difficulties that may continue beyond periods of developmental and maturational lag and become persistent specific language disabilities in later grades.

11. Of the whole language function reading is only one component. We must also consider writing, spelling, written and oral expression. Despite average or even above average intelligence, some children, have difficulty learning in all language areas. Some may learn to read but are unable to spell or to succeed in using expressive language required for everyday performance. It is best to identify these students early in school so that stet-by-step structured learning patterns to awaken simultaneous use of auditory, visual, and kinesthetic-motor channels necessary for perceptual intake, integration and output. Screening not only helps to identify dyslexia but may also help to identify strengths as well as weaknesses in each modality that contribute to language learning: visual, auditory and kinesthetic-motor.

12. Detailed Test Descriptions Pre-reading screening are for students who haven’t had a formal introduction to reading. Tests evaluate auditory visual and kinesthetic-motor strengths to identify dyslexia or specific language disability. The tests can also identify children who may need preventative programs for formal reading instruction. The Slingerland Pre-Reading Screening requires the 94-page Teacher's Manual, a packet containing cards and charts, and student response booklets. The Pre- Reading Screening is to be given to children who are just completing Kindergarten or who have just begun first grade.

13. Screening tests to identify Students with specific language disability (dyslexia) Tests identify students who may have dyslexia or specific language disability. Subtests 1-5: evaluate visual-motor discrimination and auditory memory-to-motor ability. Form D also tests for orientation in time and space as well as the ability to express ideas in writing. All forms also contain individual auditory tests to identify those unable to recall or pronounce words correctly or are unable to express organized thoughts in either spoken or written language.