1. The In’s and out’s of dyslexia

2. What is dyslexia? Current working definition of dyslexia:
"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. 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

3. What does this mean? It is a language based disability
Refers to a difficulty with language, particularly reading
May cause difficulties in spelling, speaking and writing
It is a lifelong status – a child is born dyslexic and will be dyslexic for the rest of their life

4. What is dyslexia?

5. 5 Myths about Dyslexia
Myth #1: Dyslexia is something the child will outgrow.
Myth #2:
Dyslexia affects more boys than girls.
Fact: While some children who struggle with reading are “late-bloomers,” children with dyslexia continue to face challenges as readers as they grow.
Fact: Over time, researchers have confirmed that just as many girls as boys have dyslexia. Boys are more likely to be referred for diagnosis.

6. 5 Myths about Dyslexia
Myth #3: Dyslexia affects only people who speak English.
Myth #4:
Dyslexia is a problem of visual perception.
Fact: Dyslexia occurs in speakers of all languages.
Fact: Dyslexia is often depicted with letters and words upside-down or backwards. But research tell us the difficulty is at the phoneme level –with translation of sounds to symbols.

7. Myth #5: A person with dyslexia cannot be a good reader.
5 Myths about Dyslexia
Myth #5: A person with dyslexia cannot be a good reader.
Fact: With intense systematic instruction, a person with dyslexia can become a strong reader. This is especially true if the child receives early intervention.

8. What causes dyslexia? Exact causes are unclear
Anatomical & brain imagery studies show differences in the way the brain of a dyslexic person develops and functions
NOT due to lack of intelligence or desire to learn!!

9. Prevalence of Dyslexia
5 – 17% of school age children have dyslexia
Dyslexia is the most common learning disability
Occurs with equal frequency between boys and girls
More than 1/3 of fourth grade students can not read well enough to comprehend grade level material
(National Center for Education Statistics, 2001)

10. Famous Dyslexics
Henry Ford
Pablo Picasso
Erin Brokovich

11. Famous Dyslexics
John Skoyles
Steven Spielberg
Nolan Ryan

12. Effects of Dyslexia
Core difficulty is with word recognition, reading fluency, spelling and writing
Dyslexia can affect a person’s self-image.
Often feel “dumb” and less capable than they actually are
Students can experience great amounts of stress due to academic problems and struggling in school despite working very hard

13. EVERYONE Things We Wish Knew
“Learning to read when you have dyslexia is like hitting a brick wall over and over. We need you to help us go around the wall not through it.”
“Being dyslexic doesn’t mean we aren’t really smart!”
“We need to work in a different way,
not in a harder way."
“We are not lazy. Having dyslexia means you have to work hard and never quit! It just takes us longer and we will have lots of questions.
“I need you to speak
more slowly
when you give instructions.”

14. Primary Characteristics
Students experience difficulty with:
Reading real words in isolation
Accurately decoding nonsense words
Slow, inaccurate, labored oral reading
Learning to spell

15. Characteristics Result from Difficulty with:
Development of phonological awareness
Segmenting, blending, and manipulating sounds
Phonological memory
Holding information about sounds and words in memory
Learning the names of letters and their sounds
Rapid naming of objects, colors, and letters

16. Secondary Consequences of Dyslexia
Difficulty with aspects of reading comprehension
Difficulty with aspects of written composition
Limited amount of time spent on reading activities

17. Experience Dyslexia Simulation

18. Experience Dyslexia Simulation
How did you feel?
What were you thinking? What did you say in your mind about yourself?
How did you behave as a result?

19. Matagorda County Identification Process
Student receives interventions on campus to help improve in areas of reading or math.
After receiving interventions, the child still does not make adequate process
Campus RtI Team evaluates data from interventions and determines need for assessment of dyslexia
MCES RtI Team reviews documentation and agrees with need for assessment

20. Identification Process Continued
Campuses notify parent of need to assess for dyslexia
Testing is completed by a trained tester and a diagnostician
MCES RtI Team, including a diagnostician, makes a determination based on assessments
Parents and teachers are notified of results
If a child is determined to be dyslexic, what next?

21. Services and Placement
Intervention Class
This is a small group pull-out class where students receive instruction from a teacher trained in dyslexia.
Accommodations Only
This student may only be mildly dyslexic or already completed intervention, but needs some accommodations to be successful in the regular classroom.
Monitor Status
This student no longer needs intervention or accommodations to be successful in the regular classroom, but is still monitored to ensure continued success without support.

22. Resources International Dyslexia Association www.interdys.org
800.ABC.D123
Learning Disabilities Association
State Dyslexia Hotline
800 – 232 – 3030