1. An Island of weakness in a sea of strengths
Dyslexia:
An Island of weakness in a sea of strengths
Relax at the Lake Video Template
(Basic)
To reproduce the effects on this slide, do the following:
On the Home tab, in the Slides group, click Layout, and then click Blank.
On the Insert tab, in the Media group, click Video, and then click Video from file.
In the left pane of the Insert Video dialog box, click the drive or library that contains the video. In the right pane of the dialog box, click the video that you want and then click Insert.
Under Video Tools, on the Format tab, in the bottom right corner of the Video Styles group, click the arrow opening the Format Video dialog box.
In the Format Video dialog box, click Size in the left pane, and under Scale in the right pane uncheck Lock Aspect Ratio.
Then under Size and Rotate in the right pane set the Height to 7.5” and Width the 10”.
Select the video. On the Animations tab, in the Timing group, click the arrow to the right of Start and select With Previous.
With the video selected, under Video Tools, on the Playback tab, in the Video Options group, select Loop until Stopped.
To reproduce the text effects on this slide, do the following:
On the Insert tab, in the Text group, click Text Box, and then on the slide drag to draw your text box.
Select the text. On the Home tab, in the Font group, do the following:
Select Verdana in the font list.
Click the Bold icon.
In the Font Size box, enter 88 pt.
Also on the Home tab, in the Paragraph group, select the Center Text icon.
With the text selected, under Drawing Tools, on the Format tab, in the Size group, click the arrow at the bottom right corner to open the Format Shape dialog box.
In the Format Shape dialog, click Position in the left pane, under Position and Size in the right pane set Horizontal to .0” and Vertical to 2.27”.
With the text still selected, under Drawing Tools, on the Format tab, in the WordArt Styles group click the arrow at the bottom right to open the Format Text Effects dialog box.
In the Format Text Effects dialog, click Text Fill in the left pane, under Text Fill in the right pane, select Solid Fill. Then under Fill Color click the arrow to the right of Color and select More Colors.
In the Colors dialog box, click the Custom tab and do the following:
Color Model: RGB
Red: 0
Green: 176
Blue: 240
Click OK to close the Colors dialog box.
Still in the Format Text Effects dialog, Text Fill right pane, under Fill Color set the Transparency to 40%.
Also in the Format Text Effects dialog box, select Reflection in the left pane, and in the Reflection right pane do the following:
Transparency : 20%
Size: 50%
Distance: 0.3 pt
Blur: 4 pt
In the Format Text Effects dialog box, select 3-D Format in the left pane, under 3-D Format in the right pane do the following:
Under Bevel, click the arrow to the right of Top and select Slope (second row, fourth option from left), and then enter Width as 5 pt and Height as 5 pt.
Under Depth, set the Depth to 5 pt.
Under Contour, click the arrow to the right of Color and under Theme Colors, select Dark Blue, Text 2 (first row, fourth option from left), and then enter Size as 0.5 pt.
Under Surface, click the arrow to the right of Material and under Translucent select Powder (first option from left), and then click the arrow to the right of Lighting and under Neutral select Three Point (first option from left)
In the Format Text Effects dialog box, select 3-D Rotation in the left pane, under 3-D Rotation in the right pane, click the arrow to the right of Presets and under Perspective select Perspective Front (first option from left).
Close the Format Text Effects dialog box.
To reproduce the animation effects on this slide, do the following:
Select text box, on the Animations tab, in the Animation group, select Float In (under Entrance, first row, fourth option from left).
Also on the Animations tab, in the Timing group, click the arrow to the right of Start and select With Previous, and set the Duration to 4.00 and the Delay to 1.00.
Mrs. Juliana Gregory
RICA/Dyslexia
Charles Patterson Middle School

2. Every Teacher
in every classroom in every school in this country (and beyond) will come across several, if not dozens, of students who just can’t seem to get the ‘reading thing’ down. The students are smart, articulate, and creative, yet they omit small words, read slowly, have difficulty spelling, and stumble, guess, or mumble through multisyllabic words.

3. Many of these are placed in pull out groups for extra instruction and still don’t seem to ‘get it.’ And during his or her career; every teacher in every classroom in every school will ask themselves, “How can I help these students?”

4. We Used to Think That dyslexia meant “seeing things backwards.”
That dyslexia affected boys more than girls.
That left handedness predicted dyslexia.
That we couldn’t diagnose dyslexia until after third grade was completed.
Clark, W. 2012

5. We Used to Think
That dyslexia could be cured with extra practice and a good reading program.
That the most common symptom of dyslexia is letter reversals and mirror writing.
That people with dyslexia have a vision problem.
That colored lenses or overlays can correct the reading difficulty.
Clark, W. 2012

6. Strength in one area masked by weakness in another can result in bright students having mild to severe school problems. Children cannot, by themselves, grow out of such weaknesses. They just learn to hide them.
From Smart Kids with School Problems: Things to Know and Ways to Help (New York: E.P.Dutton, 1987) P.L. Vail, learning specialist
Clark, W. 2012

7. The Law
TEC §38.003
“Dyslexia” means a disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and sociocultural opportunity.

8. International Dyslexia Association
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.

9. 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.

10. Secondary consequences may include problems in reading comprehension and reduced reading experiences that can impede growth of vocabulary and background knowledge.

11. How do I know if I have a student with Dyslexia in my class?
504 accommodations – at the bottom of the accommodation checklist there is a box “Texas Dyslexia Services”. Noted with time.

12. Special Education:
At this time, students who have an IEP do not have it noted in their paperwork. However, you may check their schedule in either eSchool Plus or in Eduphoria. If they have “Juliana Gregory” listed as a teacher, then they have been identified as a student with dyslexia and are receiving direct services.

13. “Monitor verses Direct Service”
Students who receive direct services go through a specific phonics program called WILSON. They must either pass out of the WILSON assessment (W.A.D.E.), complete all 12 books in the series, or with parent permission complete through book 8 in order to exit direct services. The WILSON program is not TEKS based/very limited comprehension strategies. Students who are on “Monitor” status have exited the WILSON program.

14. What is the process to refer a student for dyslexia services?
1. Contact Mr. Cooper(504 coordinator) or Mrs. Wortham (AP)
2. Gather data: SRI scores/test scores/writing samples/observation notes/complete teacher data form
Once parents have signed consent and the student has passed vision and hearing screening, then testing begins. Unfortunately, there is no quick screener. Students who are referred to testing will be assessed using a variety of norm referenced assessments (GORT/CTOPP/TWS/WRM).
Committee will meet and review data to determine eligibility.

15. Qualifications: Students with average to above average intelligence
Deficits in the area of phonological awareness/processing
Clearly “Unexpected” despite access to educational opportunities

16. Dyslexic Gifts
People with Dyslexia (PWD) often enjoy and excel at solving puzzles.
have excellent comprehension of the stories read or told them.
Most PWD often have a better sense of spatial relationships and better use of their right brain.
have excellent thinking skills in the areas of conceptualization, reason, imagination, and abstraction.
have a strong ability to see concepts with a "big picture" perspective.

17. Dyslexic Gifts
PWD are adept to excellence in areas not dependent on reading.
typically have a large spoken vocabulary for their age.
tend to be more curious, creative, and intuitive than average.
PWD’s special mode of thought easily produces the gift of mastery.
Dyslexia is not related to low intelligence.
- See more at: interesting-facts-about-dyslexia#sthash.YROf9wiq.dpuf
FYI -- October is Dyslexia Awareness Month