Transcript Dyslexia Essentials for Classroom Teachers - ESC-20

Dyslexia Essentials for
Classroom Teachers
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Agenda
• Overview of Dyslexia
• Dyslexia simulations
Should we be concerned?
The Problems

From 5th grade on, students are expected to read 10,000
new words each year in their texts (Nagey & Anderson,
1986).

More than 8 million students in 4th -12th grades are
struggling readers (USDoE 2003).

40% of high school students cannot read well enough to
benefit from their textbooks (NAEP).

Of the six million K-12 students receiving special
education services, estimates say up to 80% receive
services in reading.
Gidlroy & Isaacson 2005
The Problems
Each
year 383,000 students drop out of middle
school and high school (NCES, 2000).
Over
75% of surveyed students who dropped
out indicated that difficulty with reading was
a major contributing factor (Lyon, 2001).
26%
of these students do not have minimal
reading skills for daily life (Grigg, Daane, Jin, &
Campbell, 2003).
Gidlroy & Isaacson 2005
85 percent of all juveniles who
interface with the juvenile court system
are functionally illiterate.
Literacy Statistics. (n.d.). Retrieved November 19, 2014, from
http://www.begintoread.com/research/literacystatistics.html
Illiteracy and crime are closely related. The
Department of Justice states, "The link
between academic failure and delinquency,
violence, and crime is welded to reading
failure." Over 70% of inmates in America's
prisons cannot read above a fourth grade
level.
Literacy Statistics. (n.d.). Retrieved November 19, 2014, from
http://www.begintoread.com/research/literacystatistics.html
Penal institution records show that inmates have a
16% chance of returning to prison if they receive
literacy help, as opposed to 70% who receive no
help. This equates to taxpayer costs of $25,000 per
year per inmate and nearly double that amount for
juvenile offenders.
Literacy Statistics. (n.d.). Retrieved November 19, 2014, from
http://www.begintoread.com/research/literacystatistics.html
What Do You Already
Know About Dyslexia?
Characteristics
• Difficulty reading words in isolation
• Difficulty accurately decoding unfamiliar
words
• Difficulty with oral reading (slow ,
inaccurate, or labored)
• Difficulty spelling
These difficulties are most often
associated with:
• Segmenting, blending, and manipulating
sounds in words (phonemic awareness)
• Learning the names of letters and their
associated sounds
• Holding information about sounds and
words in memory (phonological memory)
• Rapidly recalling the names of familiar
objects, colors, or letters of the alphabet
(rapid naming)
Region 10 Education Center
Consequences of
Dyslexia MAY include:
– Variable difficulty with aspects of
reading comprehension
– Variable difficulty with aspects of written
language
– Limited vocabulary growth due to
reduced reading experiences
Decoding
Unexpected
Sally Shaywitz; Overcoming
Dyslexia
Possible Associated
Academic Difficulties
• Written expression
• Reading comprehension
• Mathematics
Possible Associated
Conditions and Behaviors
• AD/HD
• Specific developmental language
disorders
• Anxiety, anger, depression, lack of
motivation, or low self-esteem
Famous Dyslexics
Strengths and Positive
Characteristics
• Maybe gifted in various areas
– Music, art, athletics, intellectual pursuits
• Visual-spatial thinking or 3 dimensional awareness
– Architecture, engineering, photography
• Technical and mechanical aptitude
• Accustomed to trying hard and fighting barriers
• Good at seeing the big picture
• Problem solvers
• Out of the box thinkers
• Strong verbal communications
Dyslexia affects each
person in a unique way.
Dyslexia Simulation 1
http://webaim.org/simulations/dyslexia-sim.html
Dyslexia Simulation 2
Copying
Addysgu
Mae gwaith yr Uned Dyslecsia yn
ymestyn dros ardal eang GogleddOrllewin Cymru, a'r rhan helaethaf
ohoni'n wledig. O ganlyniad, nid
yw'r Uned yn cynnal canolfan
addysgu. Mae ganddi swyddfeydd
ac ystafelloedd at ddefnydd
athrawon, ond addysgir yn bennaf
mewn ysgolion neu leoedd eraill.
Final Simulation
Writing
Write about what you plan on
doing when you leave here today.
Describe your living room.
Rules:
• Period after every 6th word
• Capitalize every 5 letter word
• Spell every four letter word backwards
• Write every “g” upsidedown
• Write with your non-dominant hand
Common Problems
Memory
• Learning words and
names
• Learning rote information
• Irregular words
• Verbal instructions
• Lines for a play
• Quick recall of math facts
• Mental math
• Holding ideas long
enough to manipulate
them mentally and
transfer to paper
Sequencing
• Reading/spelling
words with sounds in
correct order
• Skip counting
• Order of events
• Writing in sequence
319 – 931
• Verbal directions
• Months of the year
Dyslexia Checklist by Sandra Reif
Other Common Problems
Executive Functioning
• Working memory
• Self regulation
• Planning and organizing
skills
• Ability to get started on
tasks
• Metacognition
• Time
awareness/management
•
•
•
•
•
Processing Speed
Automatic word
recognition
Keeping up with pace of
instruction
Responding quickly to
questions
Word retrieval
RAN
Dyslexia Checklist by Sandra Reif
The Real Secret
• Read, Read, Read!!!
–Then read some more…
• Write, Write, Write!!!
Differences in Text Exposure
Number of words, per year, children are exposed to, compared
to time spent reading each day.
90th percentile
1,800,000 words
50th percentile
10th percentile
Grade 5
282,000 words
8,000 words
1 minute
4.6 minutes
20 minutes
(Nagy & Herman, 1987)
What's one piece of
information you will
take away with you
today?
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