Fact vs. Myth

Dyslexia: Definitions and Services

Created by: Tracie YoungRICA Teacher

Montague Village Elementary

Factvs.

Myth

Myth #1- Dyslexic children see letters and words backward, which causes reversals (ex: reading “saw” instead of “was”)

Fact #1- Dyslexic children have trouble NAMING but not copying letters. Backward writing and reversals of letters and numbers are COMMON in the early stages of writing development among all children (Shaywitz, 100).

Fact

vs.

Myth

Myth #2- True dyslexia is uncommon, affecting fewer than 5% of the population.

Fact #2- According to the Connecticut Longitudinal Study, “reading disability affects approximately one child in five” (Shaywitz, 30)- up to 20% of the population.

Fact

vs.

Myth

Myth #3- Dyslexia is more prevalent among boys than girls.

Fact #3- Boys are more commonly DIAGNOSED with dyslexia than are girls (as much as 5:1), but when tested in a research-based manner, a comparable number of boys and girls are identified as reading disabled (Shaywitz, 32).

Fact

vs.

Myth

Myth #4- Dyslexia is simply a developmental lag and kids will grow out of it over time.

Fact #4- Based on the Connecticut Longitudinal Study, dyslexia is a “chronic condition that does not represent a temporary lag in reading development” (Shaywitz, 33).

Factvs.

Myth

Myth #5- There is no way to truly diagnose or predict dyslexia.

Fact #5- Dyslexia is a congenital condition that no only runs in families but appears to be carried as a genetic trait (Shaywitz, 99). Brain imaging maps have shown that people with dyslexia actually process words in a different part of the brain than non-dyslexics. (Shaywitz, 87).

Fact

vs.

Myth

Myth #6- Dyslexia cannot be treated.

Fact #6- Dyslexia CAN be accurately identified and treated! The core problem in dyslexia is being able to turn print into sound. With intensive instruction, students can be taught to overcome this deficit (Shaywitz, 82).

Facts

Additional Facts

Students can be dyslexic and TAG identified.

Students can be identified as early as age 6.

Students with dyslexia have difficulty with both decoding and encoding.

Reversals are not relevant to diagnosis.

There is no single test for dyslexia. We must look at an entire profile of the student.

Facts

Additional Facts

Many dyslexic students can comprehend well.

Dyslexic students may do quite well on STAAR.

A dyslexic student shows strengths in the areas of oral and verbal comprehension. They have an average to above average ability to learn and comprehend when material is presented orally. Many also show strengths in the area of Math computation.

International Dyslexia AssociationInternational Dyslexia Association’’s s Definition of DyslexiaDefinition of Dyslexia

Dyslexia is a specific learning disability that is Dyslexia is a specific learning disability that is neurological in origin. It is neurological in origin. It is characterized by characterized by

difficulties with accurate and/or fluent word difficulties with accurate and/or fluent word recognition and by poor spelling and recognition and by poor spelling and

decoding abilities. decoding abilities. These difficulties typically These difficulties typically result from a deficit in the phonological component result from a deficit in the phonological component of language that of language that is often unexpected is often unexpected in relation in relation

to other cognitive abilities and the provision of to other cognitive abilities and the provision of effective classroom instruction. Secondary effective classroom instruction. Secondary

consequences may include problems in reading consequences may include problems in reading comprehension and reduced reading experience comprehension and reduced reading experience

that can impede growth of vocabulary and that can impede growth of vocabulary and background knowledge.background knowledge.

Definition of Dyslexia according to the Definition of Dyslexia according to the Texas Education CodeTexas Education Code

TEC 38.003TEC 38.003

““DyslexiaDyslexia”” means a disorder of constitutional means a disorder of constitutional origin manifested by a difficulty in learning to origin manifested by a difficulty in learning to read, write, or spell, despite conventional read, write, or spell, despite conventional instruction, adequate intelligence, and socio-instruction, adequate intelligence, and socio-cultural opportunity. These difficulties typically cultural opportunity. These difficulties typically result from a deficit in the phonological result from a deficit in the phonological component of language that is often unexpected component of language that is often unexpected in relation to other cognitive abilities and the in relation to other cognitive abilities and the provision of effective classroom instruction. provision of effective classroom instruction. Secondary consequences my include problems in Secondary consequences my include problems in reading comprehension and reduced reading reading comprehension and reduced reading experiences that can impede growth of experiences that can impede growth of vocabulary and background knowledge.vocabulary and background knowledge.

Four Primary Characteristics Four Primary Characteristics of Dyslexiaof Dyslexia

Difficulty reading real words in isolation.

Difficulty accurately decoding nonsense words.

Slow, inaccurate, or labored oral reading (lack of reading fluency).

Difficulty with learning to spell.

Characteristics are the result of difficulty with the

following:

• The development of phonological awareness (including segmenting, blending, and manipulating sounds)

• Learning the names of letters and their sounds

• Phonological memory

• Rapid naming of familiar objects, colors, or letters of the alphabet

Secondary ConsequencesVariable difficulty with word recognition in

isolation or in context

Variable difficulty with aspects of reading comprehension

Variable difficulty with aspects of written composition

A limited amount of time spent in reading activities

Cognitive AbilityThe student must demonstrate cognitive ability

to support age-level academic learning.

Academic strengths in the absence of print are evident.

Other coexisting deficits may complicate identification and may deserve further assessment and intervention. Ie: Speech and Language issues or ADHD

Preschool CharacteristicsMay talk later than other children

May have difficulty with rhyming

Difficulty pronouncing words

Poor auditory memory for rhymes and chants

Slow to add new vocabulary words

Difficulty with word recall

Trouble learning numbers, days of the week, colors, shapes, and how to spell and write his or her name.

K-3rd grade characteristicsFailure to understand that words come apart and

that words can be broken down further into individual sounds.

Difficulty learning the letter names and sounds

Difficulty decoding single words- lacks strategies

Difficulty spelling phonetically

Reads dysfluently

Relies on context to recognize a word

Intermediate/Middle School Characteristics

Dysgraphia (slow, non automatic handwriting that is difficult to read).

Limited vocabulary

Slow, choppy, inaccurate reading

Terrible spelling

Poor written expression

Large discrepancy between verbal and written

Difficulty reading printed music

Poor grades in many classes

Phonological ProcessingPhonemic Awareness- appreciation of the explicit

sounds in spoken words (phonemes).

Phonological memory- effective recall of words from short-term memory. Predictive of successful decoding.

Rapid Naming- effective recall of names from long term memory. Predictive of reading fluency and rate.

Alphabetic Principle- understanding that the sequence of letters in written words represents the sequence of sounds in spoken words.

Why are these important?Successful readers have well-developed

phonological skill.

The alphabetic principle of our writing code requires this ability.

Good phonological skills lead to good decoding abilities which in turn aid in comprehension.

Without good decoding skills, the reader cannot access his/her higher level thinking skills to get at the meaning. Skills can be applied to guess at the meaning.

Dyslexia Identification

Step 1: Gathering of Data/ Begin RTI procedures

Things to consider:

Four Primary Characteristics are evident

Student is having difficulty with one or more of the underlying causes of Dyslexia. TPRI is a good indicator for this.

Family History

Adequate Educational Experience- has the student received good continuous instruction in phonics, decoding, encoding, and comprehension?

Absences

Cognitive Ability- Does the student possess the ability to learn in the absence of print?


Step 1: Gathering of Data/ Begin RTI procedures

Examples of pertinent data:

Observations of teacher, district staff, parents

Student work and classroom assessments (cum folder)

Data-based documentation of student progress during instruction and interventions.

Results of campus and district assessments

LPAC documentation, if applicable

Any other data that may show the development of the student’s learning or educational experiences.


Step 2: Formal Assessment

The dyslexia referral should be made at the completion of the Tier II intervention in the RTI process. This should occur if the student has not made adequate progress with these interventions.

The 504 coordinator will handle all dyslexia assessment requests.

Assessments are given on each campus by a trained staff member.

There are several different tests given to create a profile of scores for each student referral. The tests correlate with the Primary Characteristics of Dyslexia, as well as the Underlying Causes of Dyslexia. Other data and observations must be used to show adequate cognitive ability.


Step 3: Committee Meeting

A committee of knowledgeable persons will meet to discuss the results of the assessment and review all accumulated data that was gathered prior to the referral.

Possible members of the committee may include:

Classroom teacher or teacher responsible for student’s reading instruction.

RICA/Dyslexia teacher

Reading Interventionist

504 Coordinator

ELL/ESL Teacher

DiagnosisA 504 or ARD committee meeting will be

arranged.

The Committee will review the data collected to determine the student’s eligibility and determine appropriate instructional strategies and accommodations.

Possible interventions for students who do not qualify for Dyslexia services should be discussed at this time, as well.

If The Student Is Diagnosed with Dyslexia What Happens Next?

Student Receives Dyslexia Services

Students will receive Dyslexia services as determined by the

504 or ARD Committee.

General Ed Students will receive services and accommodations determined by the 504 Committee. Their accommodations are outlined in an IAP, Individualized Accommodation Plan.

Special Ed Students will receive services and modifications determined by the ARD Committee. Their modifications are outlined in an IEP, Individualized Education Plan.

Accommodations and Modifications

Accommodations

Change HOW you teach

Do NOT fundamentally alter or lower expectations

Provide equal access to learning and opportunity to demonstrate what is known

Modifications

Change WHAT you teach

Only applies to dyslexic students who also qualify for special education services

Provides students with meaningful and productive learning experiences based on individual needs

vs.vs.

Examples of Accommodations for a

Dyslexic StudentHandwriting and/or Copying Tasks

Accept brief forms of answers

Provide “Modified Note Taking” i.e. fill in the blank.

Tape recordings

Minimize copying from board, books, or worksheets

Provide photocopies

Allow student to choose writing instrument

Accept Oral work

Accept illustrations

Allow the use of word processing programs

..


Dyslexic StudentSpelling

Do not take off for spelling in assignments

Teach spelling scientifically

Provide a word bank

Spelling words should be words the student can already read

Teach students abbreviations i.e.: states, months, etc.

Allow the use of spell checkers or word processing programs

Give fewer words for spelling tests.

..


Dyslexic StudentReading

Provide taped texts- Readingally.org

Allow someone else to read to the student

Permit shared reading

Enlarge the print

Encourage student to use a tracking device

Read orally to the student on his or her intellectual level as frequently as possible.

Pre-teach vocabulary or new concepts prior to introduction to the whole class.

..


Dyslexic StudentWritten Composition

Accept oral or dictated work when appropriate

Accept projects when appropriate

Shorten written requirements emphasizing the required and essential elements.

Allow student to dictate into a tape recorder first then listen and write

Be very specific about expectations

Allow print or cursive

Teach keyboarding

..


Dyslexic StudentTesting

Give test orally and allow more time

Allow the test to be taken in a different environment

Give shorter, more frequent tests

Discuss test format ahead of time

Place fewer questions or problems on a page

Give multiple choice questions when possible

Be aware of overall test readability

Reduce the number of items in matching tests to groups of 5 and arrange the items so that the longer sentences of the matching are on the left and the shorter items are on the right.

Practice state testing accommodations prior to TAKS test administration.

..

Remember the “F”- WordFOCUS

The focus of any assignment or test should be on determining if the student can demonstrate mastery of the key objective of the lesson. There may be more than one way to demonstrate mastery.

Quality -vs.- Quantity

Dyslexic State Testing Dyslexic State Testing AccommodationsAccommodations

Grade 3-8 STAAR Reading assessments and English I, II, and III EOC

1. Orally reading all questions and answer

choices to students2. Extended testing time (pending TEA

decision).

Accommodation Guidelines

Students receiving the State Testing Accommodations should:

• Have dyslexia or a word level reading disability • Regularly participate in a dyslexia or

similar program (SPED)• Routinely receive these accommodations

on all assignments and tests

Student Receives Direct Instruction Through Wilson Reading System

Program Details 45 minute daily, small

group direct instruction with the RICA teacher

12-step multisensory phonics program that does not allow a student to move on until mastery

Based on current research-based findings

3-part lessons:- Block 1- Word Study- Block 2- Spelling,

Irregular Word Instruction, Vocabulary, and Proofreading

- Block 3- Reading Fluency and Comprehension

Major Areas of Focus

Phonemic segmentation

Alphabetic Principle – sound/symbol relationships

Decoding

Encoding (spelling)

Advanced Word Analysis

Vocabulary Development

Sight Word Instruction

FluencyComprehension with

VisualizationMetacognition

Famous Dyslexics

Thomas Edison

BeethovenGen. George S.

Patton

Magic Johnson

Steve Jobs- Founder of Apple

Computers

Keira Knightly

Walt DisneyCher

Remember:

Accommodating a student is not lowering academic bars.

Accommodating a student is lowering academic barriers. Jonathan Mooney

What is “Fair?”

“The most unfair, unequal, educational experience is the equal treatment of unequals.” Author Unknown

Campus Contact Campus Contact InformationInformation

RICA Teacher (Michael Poletti – (254)466-4663)

504 Coordinator

(Mrs. Carranza – AP – (254)366-1580)

Resources

1. Overcoming Dyslexia Written by Sally Shaywitz, M.D.

2. The Gift of Dyslexia Written by Ronald D. Davis

3. The International Dyslexia Association- www.interdys.org

4. Wilson Language Online- www.wilsonlanguage.com

5. Pat Sekel Ph.D., CALT-Q

6. Scottish Rite Learning Centerwww.scottishritelearningcenter.org

http://www.interdys.org/

http://www.wilsonlanguage.com/

http://www.scottishritelearningcenter.org/

http://www.scottishritelearningcenter.org/

The Dyslexia HandbookThe Dyslexia Handbook

The Texas Education Agency has updated The Texas Education Agency has updated

The Dyslexia HandbookThe Dyslexia Handbook

Procedures Concerning Dyslexia and Related Procedures Concerning Dyslexia and Related Disorders Disorders

The updated version may be accessed at:The updated version may be accessed at:

http://www.region10.org/Dyslexia/Documents/DyslexiaHandbook11-10-10.pdf

This book defines dyslexia, explains the process for This book defines dyslexia, explains the process for identification, outlines what the instructional identification, outlines what the instructional

program must include, and explains the laws in program must include, and explains the laws in place concerning the education of dyslexic place concerning the education of dyslexic

students. students.

