1. JULIE PATTERSON & CATHERINE BARTCZAK READ 702.001 WHAT IS DYSLEXIA?

2. DID YOU KNOW Reading difficulties are the most common causes of academic failure and underachievement Learning to read and write is not natural for many students “36% of all fourth graders read at a level described as below basic” Many students who are at-risk (of dyslexia?) are not eligible for special education services and depend on regular classroom instruction “Informed and effective classroom instruction especially in the early grades can prevent or address and limit the severity of reading and writing problems.” (International Dyslexia Association, 2010, P. 1)

3. DID YOU KNOW CONTINUED.. Researchers estimate that 90% of all children identified as learning diasbled are reffered because of reading problems (Kavale & Foreness, 2000) from page 153 in our book- so do we site the book or this?? As well as below statement Torgesen and Wagner (1998) state The most severe reading problems of children with learning disabilities lie at the word, rather than the text, level of processing The most common cognitive limitation of these children involves a dysfunction in the awareness of the phonological structure of words in oral language (p.226)

4. LEARNING DISABILITIES Let me know what you think of this slide Are associated with problems in listening, reasoning, memory, attention, selection and focusing on relevant stimuli. These perceptual and cognitive processing difficulties are assumed to be underlying causes of: Reading problems Deficits in written language Underachievement in math Poor social skills Attention deficit and hyperactivity Behavioral problems Low self-esteem/self-efficacy Difficulty with reading is the most common characteristic of students with learning disabilities (our book page 153)

5. HOW WE DEFINE DYSLEXIA? A learning disability that primarily affects a persons ability to learn to read and develop a strong understanding of language (Marshall, 2009). A persistent deficit, not simply a developmental lag in linguistic or basic reading skills (Lyons, 1995 again our book p 153) The International Dyslexia Association defines dyslexia as 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 (Lyon, Shaywitz, & Shaywitz, 2003, p.2) I wasn’t sure who to put here- it is from our book, page 153 Those with dyslexia experience problems in coping with written symbols, despite normal intelligence which effects reading comprehension.”(LD ENC)

6. DEFINING DYSLEXIA CONTINUED… Children are either born with dyslexia or develop it in the early childhood years. It sometimes goes unnoticed until they begin to use words and symbols. (Enc. Of LD, 2006) These children typically read at levels significantly lower than expected despite having normal intelligence (NINDS, 2010). Dyslexia exists on a continuum and those with mild cases may not be able to obtain special education services and will need appropriate interventions within the general education classroom. Children with dyslexia can learn to read but will struggle with reading throughout their lives (Allen, 2010)

7. MEDICAL DEFINITION Some experts believe dyslexia may be caused by differenced in brain structure and function and is present at birth. It is believed that dyslexia is hereditary Occurs more often in males with a 4:1 ratio (ENC of LD, 2006)

8. MISCONCEPTIONS ABOUT DYSLEXIA Diagnosis is sometimes delayed due to misconceptions about dyslexia from people, parents and teachers People assume that children with dyslexia “see” letters and words backwards and therefore write them backwards Belief that children with dyslexia have difficulty copying words correctly. (the real problem is that they may be reading the word incorrectly) All children with dyslexia are left-handed (Allen, 2010, p. 24)

9. DYSLEXIA AND MEDICAL RESEARCH In adults, dyslexia can occur after a brain injury or in relation to dementia Recent studies have identified a number of genes that may predispose an individual to developing dyslexia (NINDS, 2010) Through brain scans researchers have found: The magno-cellular system is smaller in the brain of dyslexic people This area deals with our ability to see moving images Having a smaller magno-cellular system makes reading harder, because the brain has to quickly interpret different letters and words which the eyes see as they scan words and sentences. (Dyslexia Parent)

10. MEDICAL RESEARCH CONTINUED.. EEG’s show: Brains of dyslexic children show an unusual variation in left- and right-side activity Non-dyslexic children use the left side for language work, dyslexic children need the right side as well The right side is not intended for language work, thus children and adults with dyslexia have to work about six times harder when dealing with text (Dyslexia Parent)

11. IDENTIFYING A STUDENT WITH DYSLEXIA Identifying dyslexia is complex Results on one test cannot be used to diagnose a student with dyslexia Results of multiple test may show a pattern of difficulty reading single words, inaccurate and slow oral reading and difficulty with functional words (i.e. the, is, an, etc.) The child’s history needs to be considered Information from parents and previous teachers should be collected

12. POTENTIAL READING PROBLEMS ASSOCIATED WITH DYSLEXIA Unable to understand what is read Lack of sound awareness including blending sounds to make words Problems with spelling Problems with letter order in words Difficulty with rhyming words Trouble pronouncing words Delay in speaking Delay in learning the alphabet, numbers, days of the week, months, shapes, colors or other basic information Difficulty understanding subtleties of language such as jokes or slang Difficulty with phonological processing (manipulation of sounds) Difficulty with rapid visual-verbal responding (Enc. Of LD, 2006 and NINDS, 2010)

13. WHO ARE AT-RISK TO HAVE DYSLEXIA? Many experts consider dyslexia to be hereditary (Davis, 2010). Where identified, between a third and a half of children have a history of learning disabilities in their family. More than half have a family member who is left- handed (Dyslexia Parent)

14. SHOULD WE CHANGE THIS TITLE SINCE ANOTHER GROUP IS DOING AT RISK STUDENTS?AT RISK CONTINUED.. In children who suffer from frequent colds and throat infections prior to age 5, the ears can be blocked from time to time causing hearing to be impaired Difficulty in hearing can go unnoticed in early stage The developing brain does not make links between the sounds it hears Can cause delay in phonemic awareness forming lifelong difficulties if corrective action is not taken at a very early stage (Dyslexia Parent).

15. CHARACTERISTICS OF CHILDREN WITH DYSLEXIA AFTER FREQUENT INSTRUCTION Difficulties in Reading Oral communication Organizational skills Following instructions Telling time (Marshall, 2010) Confusion with left and write (Encyclopedia of Learning Disabilities) Difficulties in Writing Difficulty with spelling Noticed in short, simple words “jumbled spelling” where all the correct letters are present, but written in the wrong order Writing letter (mix b and d) Commonly write B instead of b numbers backwards (mix 6, 9, and p) (Dyslexia Teacher) Forget to dot i and cross t Use punctuation in the wrong place or not at all (chivers)

16. OTHER CHARACTERISTICS… Difficulty in math especially with sequencing Difficulty organizing Difficulty following 2 or 3 step instructions (Dyslexia Teacher) Difficulty copying from the blackboard? Short term memory problems with printed words and instructions. (Chivers, 2006)

17. CHARACTERISTICS IN ADULTS Difficulties in Reading May take a long time to read Need to re-read the same piece several times Often lose their place when reading Miss endings of words Leave words out Read correctly but do not understand what they read Difficulties in Writing Have difficulty taking notes Produce messy work Unsure of where to start when writing Have poor punctuation Make many spelling errors (Chivers, 2006)

18. EARLY IDENTIFICATION CHECKLIST FOR DYSLEXIA In preschool children Is there a family history of learning difficulties? Does the child have delayed speech, a lisp or unclear speech? Does he/she have problems getting dressed, putting shoes on the correct feet, or doing up buttons, laces, etc.? Does the child enjoy hearing stories but shows no interest in written words? Can he/she clap a rhythm back? (Chivers, 2006) In school-age children Is there a noticeable difference between the child’s ability and their actual achievement? Does the child leave out words when reading? Is the child reluctant to read aloud? Does the child get confused when following directions, for example when playing a game? Does he/she transpose words? Does the child read a word correctly and then misread it later in the same passage? Does the child often lose their place when reading? Does he/she confuse letters that sound the same such as v,f,th? (Dyslexia Parent)

19. HOW COMMON IS DYSLEXIA? It may affect one out of five children in the classroom setting An estimated 15% of the population has reading difficulties (Marshall, 2010).

20. HELPING STUDENTS WITH DYSLEXIA SUCCEED Students are treated for dyslexia with skilled teaching (International Dyslexia Association, 2010, P. 1) Use multisensory methods for teaching reading, writing and math Use memory mnemonics When teaching vocabulary encourage students to draw pictures or act out new words(I have to go back to ebscohost for this source) Modify teaching methods and educational environment to meet the specific needs of the individual with dyslexia Be mindful of early identification and interventions Utilize support of family and friends (NINDS, 2010)

21. HELPING STUDENTS CONTINUED.. Improving the child’s self-confidence is critical to their academic growth and success (Dyslexia Parent, 2007). Help student to organize with folders and color- coded systems (Dyslexia Teacher) Use appropriate and genuine praise Help to organize class work and schedules Encourage good posture and writing techniques (Dyslexia Parent, 2008)

22. IMPLICATIONS IN THE CLASSROOM “The longer it takes to identify a child with dyslexia the more difficult it is to get them to read proficiently” (Allen, 2010, p.25) We must evaluate student’s history, observe students in classrooms, and administer reading assessments that pinpoint the weakness of the student Evaluation should be done prior to third grade Provide explicit, intensive phonics instruction in small group or one-on-one settings.

23. IMPLICATIONS FOR WRITING INSTRUCTION

24. INSTRUCTIONS FOR READING INSTRUCTION

25. REFERENCES