Transcript Document

Get Ready to Huddle!
Discover Intensive Phonics (K-3rd Grade & SPED) Huddle
4th Tuesday of each month at 2 pm MT
Please Call 1-888-848-0190 Passcode 8768292#
Presented by: Shantell Berrett
Why Dyslexia?
Research has shown that about 1 in 5
people have dyslexia. Dyslexia is
about 85% of what you will see in
Special Education. Most difficulties
with reading and spelling are some
form of processing disorder(s) such
as dyslexia and require research
based intervention.
Myths and facts about dyslexia.
• There are too many
misconceptions about
dyslexia.
• Knowledge is power.
• We must be
empowered as
teachers to truly help
our students and
address all of their
needs.
Myth #1: “Individuals with dyslexia are
of low intelligence, slow learners, or
mentally retarded.”
 “Dys” (meaning poor or inadequate) plus
“lexis” (words or language) It is essentially a
problem with words.
• Dyslexic people process language poorly, but
that doesn’t mean they aren't intelligent.
• Dyslexia is a unique mind set that is often
gifted and productive, but learns differently
than other minds.
Myth #2: “Individuals with dyslexia are
just lazy and simply need to apply
themselves.”
 People with dyslexia are not poorly taught,
lazy, or stupid, but have an inborn brain
abnormality that has nothing to do with
intelligence.
• Processing language is laborious and
exhausting for them.
Myth #3: “Individuals with dyslexia ‘see
backward’.”
• Dyslexia is not a deficit
in the visual processing
system.
• Those with processing
issues can exhibit what
is called Recency Effect.
• They can also have
tracking issues.
Myth #3 Cont.
• Directional tracking is an important and an
often-neglected, essential tool in reading.
• “For accurate reading, the student must process
sounds in order from left-to-right. Knowing the
individual sounds is not sufficient.” (Gagen,
www.righttrackreading.com/tracking.html)
• “You need to directly teach proper directional
tracking because scanning left-to-right in a
straight line manner is not a natural process.
Instinctively, looking all over is a superior way to
gather and process information. “ (Gagen)
Myth #4: “Those with dyslexia make up a
small percentage of the general
population.”
• According to the latest
dyslexia research from
the National Institutes of
Health, dyslexia affects
20 percent of Americans.
• That’s one out of
every five children.
• Dyslexia is by far the
most common learning
disability.
Myth #5: “Those with dyslexia will never
improve and will always be poor readers.”
• Dyslexia is a not a disease and can not be cured by a
trip to the doctor or a magic pill. It is a way of thinking,
the way the brain is wired and how it processes
information.
• Research has shown that the brain can actually be
rewired if the individual is taught with systematic,
explicit, sequential phonics taught in a multi-sensory
way.
Primary visual
cortex
Inferior
frontal
gyrus
Visual
perception
Angural
gyrus
Unimpaired
Student
Superior
temporal
gyrus
Inferior
frontal
gyrus
Dyslexic
Student
Visual
perception
(Attempts to convert
visual information
into sounds)
Clues to Dyslexia
•
One of the very first clues to dyslexia may be delayed language. Once a child
begins to speak, look for the following problems:
•
The Preschool Years
•
Trouble learning common nursery rhymes such as “Jack and Jill” and “Humpty
Dumpty”
•
A lack of appreciation of rhymes
•
Mispronounced words: persistent baby talk
•
Difficulty in learning (and remembering) names of letters
•
Failure to know the letters in his own name
Clues to Dyslexia cont.
•
Kindergarten and First Grade:
•
Failure to understand that words come apart; for example, that “batboy” can be
pulled apart into “bat” and “boy” and, later on, that the word “bat” can be
broken down still further and sounded out as ‘b’ ‘aaa’ ‘t’‘.
•
Inability to learn to associate letters with sounds, such as being unable to
connect the letter b with the /b/ sound.
•
Reading errors that show no connection to the sounds of the letters; for
example, the word “big” is read as “goat.”
•
The inability to read common one-syllable words or to sound out even the
simplest of words, such as “mat,” “cat,” “hop,” “nap.”
•
Complaints about how hard reading is, or running and hiding when it is time to
read
•
A history of reading problems in parents or siblings
Clues to Dyslexia cont.
•
Clues for 3rd grade and above:
•
•
Very slow progress in acquiring reading skills
Trouble reading unknown (new, unfamiliar) words that must be sounded out; making wild
stabs or guesses at reading a word; failure to systematically sound out words
The inability to read small “function”words such as “that,” “an,” “in.”
Stumbling on reading multi-syllable words, or the failure to come close to sounding out the
full word
Omitting parts of words when reading; the failure to decode parts within a word, as if
someone had chewed a hole in the middle of the word, such as “conible” for “convertible.”
A terrific fear of reading out loud; the avoidance of oral reading
Oral reading filled with substitutions, omissions, and mispronunciations
Oral reading that is choppy and labored, not smooth or fluent
A reliance on context to discern the meaning of what is read
A better ability to understand words in context than to read isolated single words
The inability to finish tests on time
The substitution of words with the same meaning for words in the text he can‘t pronounce,
such as “car” for “automobile.”
Disastrous spelling, with words not resembling true spelling (some spellings may be missed
by spell check)
•
•
•
•
•
•
•
•
•
•
•
Summary
• Research has shown that those with
dyslexia need systematic, explicit phonics
taught in a multi-sensory way.
• Other Learning Disabilities that include
deficits in language processing have all
been found to benefit from systematic
phonics and phonemic awareness
activities.
The Gift of Dyslexia
• Those with dyslexia will always see and
process things differently, and truly this
can be a gift.
• "Dyslexia is not a disease to have and
to be cured of, but a way of thinking
and learning. Often it's a gifted mind
waiting to be found and taught."
- Girard Sagmiller, "Dyslexia My Life”
Get Ready for the next Discover
Intensive Phonics Huddle!
Tuesday, April 28th at 2:00pm MT