Transcript Dyslexia - Spring Branch ISD

Dyslexia – 101
Produced by Patricia Oliver, Ed.D
Dyslexia Teacher-Leader
Spring Branch ISD
2013-2014
Objectives
• Understand the characteristics of
dyslexia
• Identify ways to assess/support
students at the sound, letter, and
word level
About Dyslexia
• Dyslexia is language-based learning disability.
• Students with dyslexia have difficulty learning to
read words accurately and fluently.
• Researchers have discovered differences in brain
structure and organization.
• Poor phonological awareness contributes to
difficulties with manipulating the sounds in a
word.
• Students have problems with visual and verbal
memory as well as word retrieval issues.
(International Dyslexia Association, 2007,Updated
2010)
Common Signs of Dyslexia Preschool
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May talk later than most children
May have difficulty with rhyming
May have difficulty pronouncing words
May have poor auditory memory for nursery
rhymes and chants
• May be unable to recall the right word
• May have trouble learning numbers, days of
the week, colors, shapes, and how to spell and
write his or her name
(Dyslexia Handbook Revised 2007, Updated 2010)
Common Signs of Dyslexia –
Kindergarten Through Third Grade
• Fails to understand that words come apart;
for example that snowman can be pulled apart
into snow and man, and later on, that the word
man can be broken down into /m/ /a/ /n/
• Has difficulty learning the letter names and
their corresponding sounds
• Has difficulty decoding single words – lacks a
strategy
• Has difficulty spelling graphophonetically
• Reads dysfluently (choppy and labored)
• Relies on context to recognize a word
(Dyslexia Handbook Revised 2007, Updated 2010)
Common Signs of Dyslexia – Fourth
Grade Through High School
• Has a history of reading and spelling
difficulties
• Avoids reading aloud
• Reads most materials slowly; oral reading is
labored, not fluent
• Avoids reading for pleasure
• May have an inadequate vocabulary
• Has difficulty spelling; may resort to using
less complicated words in writing that are
easier to spell
(Dyslexia Handbook Revised 2007, Updated 2010)
In order to make an appropriate
identification of dyslexia, we
must consider . . .
A. If the pattern of weaknesses reflects one
or more difficulties with the following
academic skills:
• Reading real words in isolation
• Decoding nonsense words
• Reading fluency (both rate and accuracy)
• Written spelling (an isolated difficulty in
spelling would not be sufficient for
identification)
•
(Dyslexia Handbook Revised 2007, Updated 2010)
In order to make an appropriate
identification of dyslexia, we
must consider . . .
B. Based on the data, what are the
underlying cognitive processes for the
difficulties?
• Phonological/phonemic awareness
• A student may also demonstrate
difficulties with . . .
– Rapid naming
– Orthographic processing
In order to make an appropriate
identification of dyslexia, we
must consider . . .
C. If the student exhibits weaknesses in
reading & written spelling that are the
result of a deficit in
phonological/phonemic awareness, then . . .
we need to determine if these difficulties
are unexpected for the student in
relations to the student’s other cognitive
abilities.
Dyslexic students may also have
ADD resulting in . . .
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losing papers.
a poor sense of time.
forgetting homework.
not finishing work.
not remembering when things are due.
messy desks.
attention problems.
(Shaywitz, 2003)
But these same students may have
strengths in . . .
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thinking and reasoning.
listening comprehension.
listening vocabulary.
creativity.
the ability to conceptualize in pictures and
abstract ideas.
• imagination.
• oral language.
• areas not dependent on reading.
So now what?
How can I
support
the struggling
student?
When a student is struggling with
reading check on their understanding
of. . .
PreK-2
• Phonological/phonemic
awareness
• Alphabetic principal
• Phonics (What should
they have under control
at this point?)
• High-frequency words
• Vocabulary
• Fluency
• Reading as a meaningmaking process
3-5 (or above)
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Phonological/phonemic
awareness
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Phonics (What should
they have under control
at this point?)
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Morphology (root words,
affixes)
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High-frequency words
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Vocabulary
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Fluency
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Reading as a meaningmaking process
Sound Awareness Activities
• Start with rhyme: nursery rhymes, songs,
poems. Can they complete a nursery rhyme or
rhyming story? Can they tell you if two words
or not? Can they create rhyming words?
• Clap or make a tap for each word in a
sentence; in a word (puppy – 2 taps)
• Blend/segment words
• Recognizing same beginning sounds; ending
sounds
• Use sound boxes – recognizing & segmenting
phonemes
Alphabetic Principle
Games, songs,
books,
rapid naming
charts, work
dough, etc.
High Frequency Words – They can “trip”
students up!
• Check students on high-frequency words.
Find out which ones they know, sometimes
know, don’t know
• Create and use flashcards (daily, but
briefly)
• Use work dough to build
• Draw picture to attach to word to help
student recognize on “sight”
• Rapid naming word charts
• Memory games
Phonics (synthetic & analytic)
• Use a simple but consistent signal for vowels
• Attach them to the most common rimes/words
• Have students highlight vowel, search for
spelling pattern – Divide & Conquer
• Tap out syllables in a word, emphasize that
every syllable must have at least one vowel
sound
• Create “key” words
• Use Making Word Activities
• Words Their Way approach also teaches
phonics!
If I know _______, then I
know ___________.
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in
it
can
make
tell
truck
thank,
cat
not
will
name
saw
jump
vine
king
slide
day
think
stop
black
treat
A word on fluency: it’s not all
about speed and accuracy!
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Choral reading
Echo reading
Reader’s theater
Repeated reading
Phrase reading
Read it like the character
Some things to think about!
• Students would rather appear unwilling
than unable.
• When school success is unattainable,
students seek success elsewhere and
devise ways to save face in the classroom.
• When it comes to struggling readers, we
can’t just repress the behavior without
eliminating the cause . . . we must treat
the calluses from multiple stress
responses.
Shea, 2006
But no matter what , they should be
spending most of their time . . .