1. An Introduction to Dyslexia

2. What do I know about Dyslexia?

3. Talk to your table- What do I know about Dyslexia
Talk to your table- What do I know about Dyslexia? Student will take a three minutes to discuss with their table and write a few things down.

4. Myths
vs.
Reality

5. Dyslexia is rare.
~ Dyslexia impacts 5% to 17% of the population.
• Dyslexia is a visual problem. People with dyslexia see things backwards.
~ Dyslexia is a language-based problem, not a visual problem.
• Everyone who struggles to read is dyslexic.
~ A hyperlexic can read words accurately and fluently, but struggles with comprehension.
• Reversals are a core feature of dyslexia.
~ Reversals are seen in any individual with low literacy.
• People who are dyslexic are unable to read.
~ Individuals who receive systematic, explicit instruction can learn to read.
• Dyslexia is outgrown.
~ “They just need more time” is one of the most harmful myths. Time to “mature” doesn’t fix
the problem.

6. • Dyslexia cannot be diagnosed until 3rd grade.
~ Research indicates dyslexia can be successfully identified as early as the age of 5.
• Dyslexia is a medical diagnosis.
~ Dyslexia is an educational determination made by assessing reading, spelling,
and phonological awareness.
• There is a “test” for dyslexia.
~ Dyslexia identification is a process that includes assessments and monitoring how
the student responds to instruction.
• Individuals with dyslexia are just lazy, they need to work harder.
~ Individuals with dyslexia are working harder and often become fatigued quickly
due to the way the brain tries to process reading the word.
• Gifted individuals cannot be dyslexic.
~ Twice exceptional means an individual is both gifted and dyslexic.
• Colored overlays are an effective treatment for dyslexia.
~ A colored overlay will not fix a phonological or word level reading problem.

7. Current Reality in Arkansas
32% of 4th grade students in Arkansas are proficient in reading (National Assessment of Educational Progress, 2017) 29% of 8th grade students in Arkansas are proficient in reading (National Assessment of Educational Progress, 2017) 40.6% of 3rd-10th grade students are proficient in Reading (ACT Aspire, 2017) 35% of graduating seniors in Arkansas met reading readiness benchmarks (ACT, 2017) Dyslexia impacts about 1 out of every 5 people.
These points will transition in with each click.
Key Idea: Too many children are not learning to read.
The National Assessment of Educational Progress (NAEP) is the largest nationally representative and continuing assessment of what America's students know and can do in various subject areas.
It is sometimes referred to as “The Nation’s Report Card.”
Assessments are conducted periodically in mathematics, reading, science, writing, the arts, civics, economics, geography, U.S. history, and in Technology and Engineering Literacy​ (TEL).
Since NAEP assessments are administered uniformly using the same sets of test booklets across the nation, NAEP results serve as a common metric for all states and selected urban districts. The assessment stays essentially the same from year to year, with only carefully documented changes. This permits NAEP to provide a clear picture of student academic progress over time.
Think about how many students are in some kind of remediation. If a huge percentage of students require tier 2 and 3 interventions, look at tier 1 instruction.
Arkansas Department of Education RISE Academy Day 1

8. 1 in 5 of all people worldwide have dyslexia. 8
1 in 5 of all people worldwide have dyslexia. 8.5 Million American students have dyslexia. 85% of students with Learning Disabilities have dyslexia.
Dyslexia runs in families. If a child struggles to read, odds are at least one parent will too. 
Dyslexia is a neurobiological brain difference that affects people’s ability to manipulate language (not a vision problem).
Dyslexia never goes away, but people with dyslexia can learn to read if, and often only if, they are taught with Structured Literacy which helps to rewire their brain.
People with dyslexia often suffer low self esteem because they feel stupid, struggle in school and are teased.
Dyslexia is in no way tied to IQ. In fact, some of our most successful people have dyslexia

9. Why does it matter?
85% of youth in juvenile detention facilities have disabilities that make them eligible for special education services, yet only 37% receive these services while in school.  – National Council on Disabilities. June 18, 2015.  Breaking the School-to- Prison Pipeline For Students with Disabilities.
80% of prison inmates in Texas are functionally illiterate. 48% have dyslexia. – Prevalence of Dyslexia Among Texas Prison Inmates. Moody KC, et al Tex Med 2000.
Students with learning disabilities like dyslexia have a three times higher risk of attempting suicide. – Suicidality, School Dropout and Reading Problems Among Adolescents. Journal of Learning Disabilities, vol. 39,6: pp First published Nov
89% of suicide notes have dyslexic-type spellings in them. – Learning Disabilities and Adolescent Suicide. Journal of Learning Disabilities, Vol. 30, 6: pp Published first Nov. 1, 1997.

10. in Arkansas Public Schools
Meeting the Needs of Children
with Dyslexia
in Arkansas Public Schools
Act 1294 of Act 1268 of Act 1039 of 2017
A.C.A. § , Title 6, Subtitle 3, et al.

11. Components of the Law
A.C.A. § Findings A.C.A. § Definitions A.C.A. § Required screening and intervention A.C.A. § Level II Dyslexia Screening and Services A.C.A. § Instructional approaches A.C.A. § Reporting by school districts A.C.A. § Dyslexia Specialist A.C.A. § Dyslexia Professional Awareness A.C.A. § Dyslexia and related disorder education in teacher education programs A.C.A. § Rules - Dyslexia Resource Guide
A.C.A. § Enforcement - Rules

12. Components of the Law Act 1268 of 2015 Act 1039 of 2017
Required screening and RTI
Parent notification and resources
Instructional approaches
1268 how it relates to 504/IDEA
Dyslexia professional awareness for all teachers
Act 1039 of 2017
(a) The superintendent of a school district annually shall report the results of the school district screening required under §
 (b) Before July 15, a public school district shall report on the website of the public school
(1) The dyslexia intervention programs used during the previous school year
(2) The number of students who received dyslexia intervention
(3) The total number of students identified with dyslexia

13.   Research Based Definition  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 the growth of vocabulary and background knowledge.   Adopted by the Board of Directors, International Dyslexia Association: November 2002
Cognitive ability does NOT mean IQ score!

14. What is dyslexia. Video-What is dyslexia
What is dyslexia? Video-What is dyslexia? Kelli Sandman Hurley from Youtube-Ted Ed 4:34

15. Dyslexia means a specific learning disability that is:
Neurological in origin
Characterized by difficulties with accurate and fluent word recognition and poor spelling and decoding abilities
That typically results from a deficit in the phonological component of language
And are often unexpected in relation to other cognitive abilities

17. Dyslexia means a specific learning disability that is:
Neurological in origin
Characterized by difficulties with accurate and fluent word recognition and poor spelling and decoding abilities
That typically results from a deficit in the phonological component of language
And are often unexpected in relation to other cognitive abilities

18. Word Recognition Decoding
Word Identification
Decoding
Clard
Phim
Stenk
Bufty
Tadding
Wubfambiffy
gnouthe

19. Analyzing Spelling Errors
Phonological Errors:
Omissions
Sound Confusions
Sound Order
Orthographic Errors: Phonemes are represented by incorrect grapheme.
When students use a pen, we can see the process. You can tell that he is struggling with phonological processing.

20. Profiles of Reading Difficulty
Dyslexic
Skilled Reader
Good Language Comprehension
Mixed Difficulties
Hyperlexic
Poor Language
Comprehension
Poor Word Reading
Good Word Reading

21. Dyslexia means a specific learning disability that is:
Neurological in origin
Characterized by difficulties with accurate and fluent word recognition and poor spelling and decoding abilities
That typically results from a deficit in the phonological component of language
And are often unexpected in relation to other cognitive abilities

22. Phonological Awareness
Phonological awareness is the awareness of the sound structure of language deals with the larger chunks of language like words, syllables, and onsets/rimes.
Say baseball without the -ball
How many syllables are in tricycle

23. Phonemic Awareness The number one predictor of reading success!
Metacognitive appreciation of the explicit sounds (phonemes) in spoken words
Demonstrated by listening and
- Blending spoken sounds
- Segmenting spoken words into sounds
- Manipulating spoken sounds
“Say guide. Now say guide, but change the /g/ to a /r/”
“ride”
Strongest predictor of word reading success/failure
Strong evidence supports the causal link to dyslexia

24. PAST J-M An explanation of the Phonological Awareness Continuum.
PAST H-I
PAST F-G
#1 predictor of reading success. Students must have this to successfully apply phonics instruction.
PAST D-E

25. Dyslexia means a specific learning disability that is:
Neurological in origin
Characterized by difficulties with accurate and fluent word recognition and poor spelling and decoding abilities
That typically results from a deficit in the phonological component of language
And are often unexpected in relation to other cognitive abilities

26. Thinking, reasoning, and understanding are untouched by dyslexia.
– Overcoming Dyslexia by Sally Shaywitz, M.D.

27. Listening Comprehension
If we don’t have an IQ test, how can we tell? Other Cognitive Abilities
Listening Comprehension
Expressive Language
Vocabulary
Math Calculation
Math Reasoning...

28. What does effective instruction look like?

29. A MULTI-TIERED SYSTEM OF SUPPORT
Teach all students (Tier 1) with a Science of Reading, Structured Literacy curriculum, which prepares students to decode words in an explicit and systematic manner.
Provide targeted Tier 2 interventions that explicitly reteach critical concepts in small groups so students develop automaticity. These students get a double dose.
When students are not making growth with Tier 1 and Tier 2 instruction, we need to add Tier 3 dyslexia intervention instruction to provide intense, small group, targeted intervention. These students get a triple dose
Tier 3
Tier 2
Tier 2
Tier 1
Tier 1
Tier 1

30. Interventions must be systematic, cumulative, sequential, multisensory and evidence based. (i.e. Science of Reading)
Duration will be based on the intervention program chosen and needs of the student
Handout - Just the Facts-Effective Reading Instruction for Students with Dyslexia-
Most difficult problem for students with dyslexia is learning to read. Approaches such as Guided Reading or Balanced Literacy, are not effective for struggling readers. They do not focus on decoding skills which are needed to succeed in reading. Structured Literacy prepares students to decode in explicit and systematic way. This approach is more effective for all readers. Study of the structure of language, phonology, phonological awareness and phonemic awareness, being able to segment words into the smallest unit of sound, a phoneme. C-A-T C-L-A-S-P
Mapping phonemes to symbols, which we call letters, and blending sounds.
Knowledge of syllables and how the syllable type determines the vowel sound. Strategy for reading long words- syllable division-study of base words, prefixes and suffixes.
How do sentences function in our language.
What about meaning?
Structured Literacy is taught in a systematic way- specific order of skills, and explicit instruction-monitoring the student’s understanding. Always mindful to the needs of the students-Being Prescriptive and Diagnostic. The goal is automaticity.

31. Why is this specific instruction important?
Elizabeth Huber, Patrick M. Donnelly, Ariel Rokem, Jason D. Yeatman. Rapid and widespread white matter plasticity during an intensive reading intervention. Nature Communications, 2018; 9 (1) DOI:  /s

32. What does it feel like to have a learning disability
Risk Taking
Processing
Perception and motivation
Fairness
Decoding
anxiety
comprehension
Experiencing LD extended time
Dysgraphia, note taking

33. What does Dyslexia look like in the classroom?

35. Dyslexia in Secondary students:
Struggle with oral language
Struggle to find the right word
Unable to create a summary
Listening vocabulary is higher than spoken vocabulary
Often struggle with organization

36. Adolescents: Hide reading problems Rely on memory
Avoid reading, let others read for them
May not be able to write, dysgraphia
International Dyslexia website- interdys.org
Some adults will make up excuses for reasons not to read aloud- forgot my glasses, someone else can read better, etc..
Some may be great at remembering phone numbers,

37. Accommodations and/or Modifications Students may need a “ramp” to access grade level material while we build up reading skills. The following accommodations may be appropriate. Students must have a 504 plan or an IEP to possible receive these accommodations/modification for state and national testing. Decisions about individual students should be made by the SBIT/504/IEP team.
Writing
Grade for content rather than spelling
Allow students to dictate work to an adult
Substitute alternative projects for written reports
Utilize speech-to-text software
Reduce written work
Minimize copying
Accept oral responses, reports, and presentations
Reading
Allow audio books and/or text-to-speech software
Utilize outlines, summaries
Preview questions and vocabulary
Allow peer reading support (discreet and supportive)

38. Accommodations and/or Modifications continued..
Instruction
Break task and directions into small steps
Emphasize daily review
Provide copy of notes
Classroom
Post schedules and maintain routines
Chart assignments on a calendar
Use color coding to organize materials and information
Incorporate multisensory activities
Coordinate preferential seating
Avoid requiring student to read aloud in front of a group.
Testing
Provide extra time
Review directions orally
Read test orally
Allow dictated response
Homework
reduce reading and writing requirements
Limit time spent on homework

39. What do I do if I suspect a child has dyslexia?
Teacher Referral Form
Parent Interview
Screening Packet
Flow Charts

40. Support
Google Drive:
Website: lrsd.org/dyslexia (includes assistive technology support)
Your literacy facilitator
Your reading teacher
Your special education staff
Me: Chandle Carpenter, ,