Transcript Dyslexia & Other Related Disorders

Dyslexia
&
Other Related Disorders
Prepared by
Connie Lindsey
Linda Miller
Lara Nelson
Wendy Storms
Dyslexia is . . .
 A learning disability characterized
by problems processing language.
 Problems may emerge in reading,
spelling, writing, speaking, listening,
and/or math.
Dyslexia is NOT . . .
 The result of low intelligence.
 Behavioral, psychological,
motivational, or social.
 “seeing backwards.”
 A disease; it has NO cure.
Many dyslexics
 Are creative
 Are talented in art, athletics,
graphics, electronics, mechanics,
drama, music, or engineering.
Many people with dyslexia . . .
 Are very bright (IQ significantly above
average).
 Have profound difficulty breaking
sounds into smaller parts.
 Frequently reverse letters and words in
both reading and writing.
Many people with dyslexia . . .
 Have poor spelling.
 Read and write far below their potential.
 Have persistent reading and writing
failure in spite of personal motivation
and appropriate special instruction.
Schools provide help for
dsylexia . . .
 Through
Section 504 .
 Through Special Education.
 Trained teachers who provide
appropriate instruction.
When sounds and letters do not connect:
•Learning to read involves
understanding how sound works within
our environment.
•Successful readers recognize that words
and syllables are broken into smaller
units of sound.
When students have trouble recognizing small
units of sound (phonemes):
Have students listen for repetitive sounds in a
sentence.
 When they have identified the sounds, then
break down the sounds within the syllables of
individual words and eventually break down
the syllables into individual sounds (phonemes).
 No writing takes place during this activity.

When students have trouble recognizing small
units of sound (phonemes):
 Begin to work with individual
words with fewer sounds and
easily recognized vowels and
consonants.
 Examples: bat, cat, hill
To learn words with fewer sounds:
 Teach word patterns.
 Students should learn how the same sound
repeats in many different words.
 Nursery rhymes or commercial jingles rely
on repetition of sounds and can be used for
this activity.
When students have trouble recognizing small
units of sound:
 Have students listen to words and identify
the sounds they hear.
 Do not confuse students at this stage with
the written letter-sound connection.
 As students work from simple to more
complex words, they can begin listening
for blended sounds.
When students have trouble recognizing small
units of sound:
 Repetitive practice is important to be sure
students retain the ability to identify
sounds.
 Only then should students move into
written letters corresponding to sounds.
When students have trouble recognizing small
units of sound:
 Have students trace letters with magnetic
letters, pencils, markers, crayons, and paint
letters while saying the sound to help them
internalize the letter sound connection.
When students have trouble recognizing small
units of sound:
 Use the knowledge of word patterns to
begin similar patterns in spelling words.
 Begin by associating spelling words with
words with which the student is already
familiar.
 Connect spelling words to create simple
sentences.
Activity for advanced students word patterns:
 Write words on sticky notes and have
students work together to sort them
into categories according to sound
and spelling.
When students have trouble recognizing small
units of sound:
 Some words must be learned as sight words
and memorized.
 Learning occurs through repetition.
 A small part of each day should be set aside
for practice through word games.
Word patterns activity for advanced
students :
 Students can work in pairs to make
word cards (word on one side and
definition on the other) and quiz each
other.
Fluency
 The ability to read aloud expressively
with understanding.
 When fluent readers read aloud, the
text flows as if strung together like
pearls on a necklace, rather than
sounding halting and choppy.
For students having trouble tracking the
direction of the reading:
 Use an index card with an arrow drawn
on it pointing from left to right as a
guide.
 Placing the card under the sentence
also helps to limit distractions.
For students having trouble tracking the
direction of the reading:
 Use highlighters to color code
reading selections.
 Identify main idea, important
information, and vocabulary.
For students having trouble tracking the
direction of the reading:
 Break reading selections into
more manageable segments.
 Assign only the essential portion
of a chapter so students won’t feel
overwhelmed.
For students having trouble tracking the
direction of the reading:
 Audio cassettes facilitate fluency
for all students, not just those with
reading problems.
 Most textbooks and reading series
are available on tape.
For students having trouble tracking the
direction of the reading:
 Have students read chorally while
the teacher leads them.
 Gradually assign groups for
different character and narrator
responses.
Comprehension
 When students spend too much time
reading a selection, they may not gain
meaning from the text they read.
 Comprehension “involves the complex
process of matching information from our
prior learning experiences with the
content of the text.”
When students have trouble comprehending what
they are reading:
 Read the text aloud while guiding
the reader.
 Use questioning and cues to allow
struggling readers to follow along.
When students have trouble comprehending what
they are reading:
 Change the pace of the reading.
 Divide the text into more
manageable parts.
When students have trouble comprehending what
they are reading:
 Preview text before reading it.
Have students read the title, look at
any illustrations, and review the table
of contents.
 Make predictions about the content.

When students have trouble comprehending what
they are reading:
 Provide an outline or overview in
advance.
 Color code the important
information and vocabulary.
When students have trouble comprehending what
they are reading:
 Do hands-on activities and provide
examples.
 Create story maps with pictures,
words, or phrases.
When students have trouble comprehending what
they are reading:
 Use graphic organizers to present new
information about abstract concepts.
 Create character maps to understand
characters’ traits and feelings.
Helpful Resources
 International Dyslexic Association
http://www.interdys.org/
 Texas Education Agency: Dyslexia
in Texas
http://www.tea.state.tx.us/special.ed/reading/dyslexia.html
Helpful Resources, cont.

Texas Scottish Rite Hospital
Luke Waites Child Development Center
http://www.tsrhc.org/p_outreach_program.cfm

Dyslexia: Multi-sensory Teaching Methods
http://www.dyslexia-teacher.com/t6.html
Sources
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Gillet, Jean Wallace and Alan N. Crawford. Understanding Reading
Problems. Boston: Pearson, 2004, 454-460.
Johnson, Jody. Dyslexia Training for Angelo State University. San
Angelo, TX: ESC Region XV, 1999.
Kaufman, Lorna N., Ph.D. and Pamela E. Hook, Ph.D. The Dyslexia
Puzzle: Putting the Pieces Together. Newton, MA: NEBIDA, 1998.
Modifications for the Dyslexic Student in the Classroom. Dallas:
Texas Scottish Rite Hospital for Children.
The Dyslexia Handbook. Austin: Texas Education Agency, 2001.