Embed Size (px)
Citation preview
Pre-K through 5Characteristics and Supports
July 2018
Kim StuckeyDirector Dyslexia Specialist
What we’ll cover today
Common characteristics of dyslexia Consider possible supports and
accommodations
• neurobiological in origin
• characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities
• difficulties typically result from a deficit in the phonological component of language
• difficulties often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction
• secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.
IDA/NICHD, 2002
Definition
Delayed speech Mixing up sounds and syllables Late establishing a dominant hand Trouble learning letter, colors, numbers Difficulty seeing patterns in words
Pre-K and Kindergarten
Unable to recognize letters in own name Difficulty attaching labels to objects Trouble following directions or sequencing Telling time, tying shoes Confusion with directionality Poor Spelling
Difficulty learning a new word even after multiple teachings
Word Retrieval Trouble memorizing Handwriting Written Expression
Grades 1-2
Reading Aloud Guesses based on shape (house/horse, breakfast/basket) Correct sounds, incorrect sequence (from/form,
stop/spot, was/saw, who/how, lots/lost) may use semantic substitution (speed/fast, puppy/dog) Inserts or omits sounds (could/cold, stream/steam) Skips or misreads prepositions Ignores suffixes (even/evening, come/coming) Confuses vowel sounds (bat/bet/bit)
And may confuse similarly shaped letters beyond second grade
Difficulty with sight words Relies heavily on auditory information Cannot retain spelling words beyond the
weekly test Avoids reading or becomes frustrated easily Takes inordinate amount of time to complete
written assignments or test
Grades 3-5 (same as previous plus..)
Seems brighter than written work produced Effort not commensurate with grades Written vs. oral word choice Poor recall for testing Difficulty with retelling, details within
stories or eventsretrieved from Understood.org
12
Supports and Accommodations
Click to enter Content
13
Environment
Technology Social
General
Extended time Repeated review Teacher provided notes Reduce copying Models, Scaffolding, Chunking Graphic organizers, Test format Oral and printed directions Planners or organizers
General
Maintain routine Structured time for organizing or transitioning Visual supports for spelling, letters, number,
math Avoid round robin reading unless volunteers Opportunities for response that support
memory challenges
Environment
Tools Training for student, teacher and parent Allow for type written work Access to digital resources Audio supports
Technology
Gauge frustration Provide opportunities to demonstrate mastery Positive feedback Acknowledge effort and process as well as
outcome Focus on student strengths
Social Emotional
Math Calculator Order of operations Reading support
Science/Social Studies Names and dates Processes and Vocabulary
Content Considerations
We welcome your feedback
https://www.surveymonkey.com/r/OCCREvaluation
• Bowers, Peter, How the Written Word Works, 2010• Henry, Marcia, Unlocking Literacy, 2nd Ed., 2010• Moats, Louisa Cook, Speech to Print, 2nd Ed., 2010• Kilpatrick, David, Equipped for Reading Success, 2016• Kilpatrick, David, Essentials of Assessing, Preventing
and Overcoming Reading Difficulties, 2015• Selznick, Richard, Dyslexia Screening, 2015
Resources
Florida Center http://fcrr.org NCIL http://improvingliteracy.org IDA http://eida.org Reading Rockets http://readingrockets.org Understood http://understood.org NCII http://intensiveintervention.org CERI http://effectivereading.org
Online
