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Victoria Independent School District

Dyslexia Handbook

Phone: 788-9817 Fax: 574-3412

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Cindy Marody cynthia.marody@visd.net

Dyslexia Specialist/East Learning Community

Victoria Public Schools Dyslexia Program

Crain Campus Ph: 788-9817 Fax: 574-3412

Mac Chesshir maclovia.chesshir@visd.net

Secretary Bridget Guajardo

bridget.guajardo@visd.net Dyslexia Specialist/West Learning

Community

Together Everyone Achieves More! You Make the Difference

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Dyslexia Basics…… ……………………………………………………..……Page 4 Common Signs of Dyslexia ………….………………………………………..Page 6 Ways to Spot the Dyslexic in the Classroom …………………...………….…Page 8 How Does the Dyslexic Student Learn?……………………………………….Page 9 Accommodating Students with Dyslexia in All Classroom Settings……….…Page 10 Types of Test Item Formats…..…………………………………….................Page 15 Spelling ……………………………………………………………………….Page 17 Dysgraphia ……………………………………………………………………Page 19 Dyslexic Role Models ………………………………………………………..Page 21 Irlen Syndrome/Scotopic Sensitivity ………………………………...............Page 28 LD Fast Facts ……………………………..…………………………………Page 30 Resources/Materials to be Checked Out

Books/Novels on Tape Reference Books/Videos

Articles for Parents Appendix

Law, Referral Process & Guidelines Bundled Accommodations Tier Model Software Description Page Components of Reading

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DYSLEXIA BASICS What is dyslexia?

Dyslexia is a language-based learning disability. Dyslexia refers to a cluster of symptoms, which result in people having difficulties with specific language skills, particularly reading. Students with dyslexia may experience difficulties in other language skills such as spelling, writing, and speaking. Dyslexia is a life-long status, however, its impact can change at different stages in a person’s life. It is referred to as a learning disability because dyslexia can make it very difficult for a student to succeed academically in the typical instructional environment. What causes dyslexia?

The exact causes of dyslexia are still not completely clear, but anatomical and brain imagery studies show differences in the way the brain of a dyslexic person develops and functions. Moreover, people with dyslexia have been found to have problems with discriminating sounds within a word, a key factor in their reading difficulties. Dyslexia is not due to either lack of intelligence or a desire to learn; with appropriate teaching methods dyslexics can learn successfully. How widespread is dyslexia?

Current studies suggest that 15-20% of the population has a reading disability. Of those, 85% has dyslexia. Dyslexia occurs in people of all backgrounds and intellectual levels. In addition, dyslexia runs in families; dyslexic parents are very likely to have children who are dyslexic. Some people are identified as dyslexic early in their lives, but for others their dyslexia goes unidentified until they get older. People who are very bright can be dyslexic. They are often gifted in areas that do not require strong language skills, such as art, computer science, design, drama,

electronics, math, mechanics, music, physics, sales, and sports. What are the effects of dyslexia?

The impact that dyslexia has is different for each person and depends on the severity of the condition and the approaches of the remediation. The most common effects are problems with reading, spelling, and writing. Some dyslexics do not have much difficulty with early reading and spelling tasks but do experience great problems when more complex language skills are required, such as grammar, understanding textbook material, and writing essays. People with dyslexia can also have problems with spoken language. They may find it difficult to express themselves clearly, or to fully comprehend what others mean when they speak. Such language problems are often difficult to recognize, but they can lead to major problems in school, in the workplace, and in relating to other people. The effects of dyslexia reach well beyond the classroom. Dyslexia can also affect a person’s self-image. Students with dyslexia often end up feeling “dumb” and less capable than they actually are. After experiencing a great deal of stress due to academic problems, a student may become discouraged about continuing in school. How is dyslexia diagnosed?

A formal evaluation is needed to discover if a person is dyslexic. The evaluation assesses intellectual ability, information processing, psycho-linguistic processing, and academic skills. It is used to determine whether or not a student is reading at the expected level, and takes into account the individual’s family background and overall school performance. The testing can be conducted by trained school or outside specialists.

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What are the signs of dyslexia?

The problems displayed by individuals with dyslexia involve difficulties in acquiring and using language -- reading and writing letters in the wrong order is just one manifestation of dyslexia and does not occur in all cases. Other problems experienced by dyslexics include: Learning to speak Organizing written and spoken language Learning letters and their sounds Memorizing number facts Spelling Reading Learning a foreign language Correctly doing math operations Not all students who have difficulties with these skills are dyslexic. Formal testing is the only way to confirm a diagnosis of suspected dyslexia. How is dyslexia treated?

Dyslexia is a life-long condition. With proper help people with dyslexia can learn to read and/or write well. Early identification and treatment is the key to helping dyslexics achieve in school and in life. Most people with dyslexia need help from a teacher, tutor, or therapist specially trained in using a multisensory, structured language approach. It is important for these individuals to be taught by a method that involves several senses (hearing, seeing, touching) at the same time. Many individuals with dyslexia need one-on-one help so that they can move forward at their own pace. For students with dyslexia, it is helpful if their outside academic therapists work closely with classroom teachers. Schools can implement academic modifications to help dyslexic students succeed. For example, a student with dyslexia can be given extra time to complete tasks, or help with taking notes, and/or appropriate work assignments. Teachers can give taped tests or allow dyslexic students to use alternative means of assessment. Students can

benefit from listening to books-on-tape and from writing on computers. Students may also need help with emotional issues that sometimes arise as a consequence of difficulties in school. Mental health specialists can help students cope with their struggles. What are the rights of a dyslexic person?

The Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act (ADA) define the rights of students with dyslexia and other specific learning disabilities. These individuals are legally entitled to special services to help them overcome and accommodate their learning problems. Such services include education programs designed to meet the needs of these students. The Acts also protect people with dyslexia against unfair and illegal discrimination. © Copyright 2000, The International Dyslexia Association (IDA). IDA encourages the reproduction and distribution of this fact sheet. If portions of the text are cited, appropriate reference must be made. Fact sheets may not be reprinted for the purpose of resale.

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Common Signs of Dyslexia

By: International Dyslexia Association (2000)

Facts about dyslexia

Startling facts about dyslexia and related language-based learning disabilities:

Fifteen to twenty percent of the population has a reading disability.

Of students with specific learning disabilities who receive special education services, seventy to eighty percent

have deficits in reading. Dyslexia is the most common cause of reading, writing and spelling difficulties.

If children who are dyslexic get effective phonological training in kindergarten and first grade, they will have

significantly fewer problems in learning to read at grade level than do children who are not identified or helped

until third grade.

Seventy four percent of the children who were poor readers in the third grade remained poor readers in the

ninth grade. This means that they couldn't read well when they became adults.

Individuals inherit the genetic links for dyslexia.

Dyslexia affects males and females nearly equally, and people from different ethnic and socio-economic

backgrounds as well.

Common signs: Preschool

The following difficulties may be associated with dyslexia if they are unexpected for the individual's age, educational level, or cognitive abilities. To verify that an individual is dyslexic, he/she should be tested by a qualified testing examiner.

May talk later than most children

May have difficulty pronouncing words, i.e., busgetti for spaghetti, mawn lower for lawn mower

May be slow to add new vocabulary words

May be unable to recall the right word

May have difficulty with rhyming

May have trouble learning the alphabet, numbers, days of the week, colors, shapes, how to spell and write his or

her name

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May have trouble interacting with peers

May be unable to follow multi-step directions or routines

Fine motor skills may develop more slowly than in other children

May have difficulty telling and/or retelling a story in the correct sequence

Often has difficulty separating sounds in words and blending sounds to make words

Common signs: Kindergarten through fourth grade

The following difficulties may be associated with dyslexia if they are unexpected for the individual's age, educational level, or cognitive abilities. To verify that an individual is dyslexic, he/she should be tested by a qualified testing examiner.

Has difficulty decoding single words (reading single words in isolation)

May be slow to learn the connection between letters and sounds

May confuse small words – at/to, said/and, does/goes

Makes consistent reading and spelling errors including:

o Letter reversals – d for b as in, dog for bog

o Word reversals – tip for pit

o Inversions – m and w, u and n

o Transpositions – felt and left

o Substitutions – house and home

May transpose number sequences and confuse arithmetic signs (+ - x / =)

May have trouble remembering facts

May be slow to learn new skills; relies heavily on memorizing without understanding

May be impulsive and prone to accidents

May have difficulty planning

Often uses an awkward pencil grip (fist, thumb hooked over fingers, etc.)

May have trouble learning to tell time

May have poor fine motor coordination

Excerpted from: ABC's of Dyslexia. (2000). International Dyslexia Association.

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Ways to Spot the Dyslexic in the Classroom

1. Does he have trouble with sequence?

2. Does he have trouble with “critical symbols?” (d-b-p-q / m-w / u-n / 6-9 / h-y)

3. Does he form letters with a clockwise (rather than counterclockwise) motion?

Does he mark from the bottom up (as in making 7, t, f, p, g, b, d)?

Does he mix capital and lower case letters?

Does he mix manuscript and cursive styles?

Is he prone to use capital B and D instead of lower case?

4. Does he fall apart under time limits and pressure? Does he work very slowly?

5. Does he skip punctuation cues?

6. Does he have difficulty copying from the blackboard?

7. Is it impossible for him to remember multiplication tables?

8. Does he have trouble with many aspects of time (telling time, remembering his birthday, days of the week, months of the year)?

9. Does he have difficulty following directions? Does he ask you over and over what you say? Does he need constant reminders of what to do?

10. Does he have problems with oral language? Poor recall of nouns?

11. On tests, does he refuse to take allotted time, guess, and mark at random?

12. Does he exhibit preservation and/or telescoping?

13. In spelling, does he transpose silent letters within words; can he not recall correct order of letters; does he misplace silent e?

14. In math, does he sometimes work left to right, when opposite direction is called for? Does he reverse processes while computing? Is he unable to organize facts in story problems?

15. Does he sub-vocalize and use his finger as a pointer? (He needs these cues!)

16. Dyslexics may work 5 to 6 times more slowly than other students. Rule of thumb: try assigning 1/5 amount of rest of class, then slowly increasing amount. Seek quality rather than quantity.

17. Auditory dyslexic is never quite sure he heard correctly. May comprehend only 30-40 percent of what he hears according to Dale Jordan.

18. Watch him write the alphabet on ruled paper. Does he hesitate? Does he switch from manuscript to cursive? Does he have proper letter shapes? Proper sequence? (The teacher should attempt to re-create his style by tracing over and observing flaws in directionality.)

19. Does he show an ability to tell whether words are the same or different? Does he have difficulty in reproducing or identifying rhymes?

20. Do his papers, especially spelling papers, look like “bird scratchings?” Do they have many erasures, mark-overs, erratic spacings?

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HOW DOES THE DYSLEXIC STUDENT LEARN?

The dyslexic student must be shown …. o the big picture and then how the details fit into it. o From parts to whole o From the easy to the more difficult o From the simple to the complex o From the concrete to the abstract o From the visual to the auditory o Always showing him how new information fits in with what he has learned o With much review and practice at every step of the way

The dyslexic student is NOT…

o an incidental learner. He must be directly taught (shown) everything. o Lazy! He is doing his best. It takes many times more energy for the dyslexic student to get

through the day and to do even average work, than it does the average student.

The dyslexic student needs … o a quiet, calm, structured, orderly, consistent and fair environment o one or two verbal instruction at a time o short, simple instructions with few words. Then ask, “What do you think you heard me

say?” o a simultaneous multi-sensory structured approach to his language learning that uses all

three pathways of learning: Visual, Auditory and Kinesthetic-Tactile o to be given every opportunity to use his creativity in his learning. o time to process what he has heard o time to respond o time to complete assignments

The dyslexic student appears… o to not be paying attention. In fact he is experiencing an auditory overload and may even

get a “glazed” look on his face. He can’t help this. We can help him by using the strategies above and by giving him the gift of time.

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ACCOMMODATING STUDENTS WITH DYSLEXIA

IN ALL CLASSROOM SETTINGS

Teaching students with dyslexia across settings is challenging. Both general education and special education teachers seek accommodations that foster the learning and management of a class of heterogeneous learners. It is important to identify accommodations that are reasonable to ask of teachers in all classroom settings. The following accommodations appear reasonable and provide a framework for helping students with learning problems achieve in general education and special education classrooms. They are organized according to accommodations involving materials, interactive instruction, and student performance.

Accommodations Involving Materials Students spend a large portion of the school day interacting with materials. Most instructional materials give teachers few activities or directions for teaching a large class of students who learn at different rates and in various ways. This section provides material accommodations that enhance the learning of diverse students. Frequently, paraprofessionals, volunteers, and students can help develop and implement various accommodations. Material accommodations include the following:

1. Use a tape recorder. Many problems with materials are related to reading disabilities. The tape recorder often is an excellent aid in overcoming this problem. Directions, stories, and specific lessons can be recorded on tape. The student can replay the tape to clarify understanding of directions or concepts. Also, to improve reading skills, the student can read the printed words silently as they are presented on tape.

2. Clarify or simplify written directions. Some directions are written in paragraph form and

contain many units of information. These can be overwhelming to some students. The teacher can help by underlining or highlighting the significant parts of the directions. Rewriting the directions is often helpful. For example:

Original directions: This exercise will show how well you can locate conjunctions. Read each sentence. Look for the conjunctions. When you locate a conjunction, find it in the list of conjunctions under each sentence. Then circle the number of your answer in the answer column.

Directions rewritten and simplified: Read each sentence and circle all conjunctions. 3. Present a small amount of work. The teacher can tear pages from workbooks and materials to

present small assignments to students who are anxious about the amount of work to be done. This technique prevents students from examining an entire workbook, text, or material and becoming discouraged by the amount of work. Also, the teacher can reduce the amount of work when it appears redundant.

For example, the teacher can request the student to complete only odd-numbered problems or items with stars by them, or can provide responses to several items and ask the student to complete the rest. Finally, the teacher can divide a worksheet into sections and instruct the student to do a specific section. A worksheet is divided easily by drawing lines across it and writing go and stop within each section.

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4. Block out extraneous stimuli. If a student is easily distracted by visual stimuli on a full

worksheet or page, a blank sheet of paper can be used to cover sections of the page not being worked on at the time. Also, line markers can be used to aid reading, and windows can be used to display individual math problems.

5. Highlight essential information. If an adolescent can read a regular textbook but has difficulty

finding the essential information, the teacher can mark this information with a highlight pen.

6. Locate place in consumable material. In consumable materials in which students progress sequentially (such as workbooks), the student can make a diagonal cut across the lower right-hand corner of the pages as they are completed. With all the completed pages cut, the student and teacher can readily locate the next page that needs to be corrected or completed.

7. Provide additional practice activities. Some materials do not provide enough practice activities

for students with learning problems to acquire mastery on selected skills. Teachers then must supplement the material with practice activities. Recommended practice exercises include instructional games, peer teaching activities, self-correcting materials, computer software programs, and additional worksheets.

8. Provide a glossary in content areas. At the secondary level, the specific language of the content

areas requires careful reading. Students often benefit from a glossary of content-related terms.

9. Develop reading guides. A reading guide provides the student with a road map of what is written and features periodic questions to help him or her focus on relevant content. It helps the reader understand the main ideas and sort out the numerous details related to the main ideas. A reading guide can be developed paragraph-by-paragraph, page-by-page, or section-by-section.

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ACCOMMODATIONS INVOLVING INTERACTIVE INSTRUCTION The task of gaining students’ attention and engaging them for a period of time requires many teaching and managing skills. Teaching and interactions should provide successful learning experiences for each student. Some accommodations to enhance successful interactive instructional activities are:

1. Use explicit teaching procedures. Many commercial materials do not cue teachers to use

explicit teaching procedures; thus, the teacher often must adapt a material to include these procedures. Teachers can include explicit teaching steps within their lessons (i.e., present an advanced organizer, demonstrate the skill, provide guided practice, offer corrective feedback, set up independent practice, monitor practice, and review).

2. Repeat directions. Students who have difficulty following directions are often helped by

asking them to repeat the directions in their own words. The student can repeat the directions to a peer when the teacher is unavailable. The following suggestions can help students understand directions: (a) if directions contain several steps, break down the directions into subsets; (b) simplify directions by presenting only one portion at a time and by writing each portion on the chalkboard as well as stating it orally; and (c) when using written directions, be sure that students are able to read and understand the words as well as comprehend the meaning of sentences.

3. Maintain daily routines. Many students with learning problems need the structure of daily

routines to know and do what is expected.

4. Provide a copy of lecture notes. The teacher can give a copy of lecture notes to students who have difficulty taking notes during presentations.

5. Provide students with a graphic organizer. An outline, chart, or blank web can be given to

students to fill in during presentations. This helps students listen for key information and see the relationships among concepts and related information.

6. Use step-by-step instruction. New or difficult information can be presented in small

sequential steps. This helps learners with limited prior knowledge who need explicit or part-to-whole instruction.

7. Simultaneously combine verbal and visual information. Verbal information can be

provided with visual displays (e.g., on an overhead or handout).

8. Write key points or words on the chalkboard. Prior to a presentation, the teacher can write new vocabulary words and key points on the chalkboard or overhead.

9. Use balanced presentations and activities. An effort should be made to balance oral

presentations with visual information and participatory activities. Also, there should be a balance between large group, small group, and individual activities.

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10. Use mnemonic instruction. Mnemonic devices can be used to help students remember key information or steps in a learning strategy. (An example of mnemonic instruction is using the word HOMES to remember the names of the Great Lakes. H is for Lake Huron, O is for Lake Ontario, M is for Lake Michigan, E is for Lake Erie, and S is for Lake Superior.)

11. Emphasize daily Review. Daily review of previous learning or lessons can help students

connect new information with prior knowledge.

Accommodations Involving Student Performance

Students vary significantly in their ability to respond in different modes. For example, students vary in their ability to give oral presentations; participate in discussions; write letters and numbers; write paragraphs; draw objects; spell; work in noisy or cluttered settings; and read, write, or speak at a fast pace. Moreover, students vary in their ability to process information presented in visual or auditory formats. The following accommodation involving mode of reception and expression can be used to enhance students’ performance:

1. Change response mode. For students who have difficulty with fine motor responses (such as handwriting), the response mode can be changed to underlining, selecting from multiple choices, sorting, or marking. Students with fine motor problems can be given extra space for writing answers on worksheets or can be allowed to respond on individual chalkboards.

2. Provide an outline of the lecture. An outline enables some students to follow the lesson

successfully and make appropriate notes. Moreover, an outline helps students to see the organization of the material and ask timely questions.

3. Encourage use of graphic organizers. A graphic organizer involves organizing material into a

visual format. To develop a graphic organizer, the student can use the following steps: (a) list the topic on the first line, (b) collect and divide information into major headings, (c) list all information relating to major headings on index cards, (d) organize information into major areas, (e) place information under appropriate subheadings, and (f) place information into the organizer format.

4. Place students close to the teacher. Students with attention problems can be seated close to the

teacher, chalkboard, or work area and away from distracting sounds, materials, or objects.

5. Encourage use of assignment books or calendars. Students can use calendars to record assignment due dates, list school related activities, record test dates, and schedule timelines for schoolwork. Students should set aside a special section in an assignment book or calendar for recording homework assignments.

6. Reduce copying by including information or activities on handouts or worksheets.

7. Have students turn lined paper vertically for math. Lined paper can be turned vertically to

help students keep numbers in appropriate columns while computing math problems.

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8. Use cues to denote important items. Asterisks or bullets can denote questions or activities that count heavily in evaluation. This helps students spend time appropriately during tests or assignments.

9. Design hierarchical worksheets. The teacher can design worksheets with problems arranged

from easiest to hardest. Early success helps students begin to work.

10. Allow use of instructional aids. Students can be provided with letter and number strips to help them write correctly. Number lines, counters, and calculators help students compute once they understand the mathematical operations.

11. Display work samples. Samples of completed assignments can be displayed to help students

realize expectations and plan accordingly.

12. Use peer-mediated learning. The teacher can pair peers of different ability levels to review their notes, study for a test, read aloud to each other, write stories, or conduct laboratory experiments. Also, a partner can read math problems for students with reading problems to solve.

13. Encourage note sharing. A student can use carbon paper or a notebook computer to take notes

and then share them with absentees and students with learning problems. This helps students who have difficulty taking notes to concentrate on the presentation.

14. Use flexible work times. Students who work slowly can be given additional time to complete

written assignments.

15. Provide additional practice. Students require different amounts of practice to master skills or content. Many students with learning problems need additional practice to learn at a fluency level.

16. Use assignment substitutions or adjustments. Students can be allowed to complete projects

instead of oral reports or vice versa. Also, tests can be given in oral or written format. For example, if a student has a writing problem, the teacher can allow her or him to outline information and give an oral presentation instead of writing a paper.

The International Dyslexia Association (IDA) thanks Cecil Mercer, Ed.D., a distinguished professor at the University of Florida, for the preparation of this fact sheet. © Copyright 2002, The International Dyslexia Association (IDA). IDA encourages the reproduction and distribution of this fact sheet. If portions

of the text are cited, appropriate reference must be made. Fact sheets may not be reprinted for the purpose of resale. Fact Sheet #51 –10/02

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Types of Test Item Formats

1. Make directions simple and include examples. 2. Type or print directions. Never use cursive. 3. Directions should be at the start of each test section. 4. Be certain students understand all directions. 5. Use a New York Times or Comic Sans FONT.

True and False Tests 1. Avoid T/F tests whenever possible. 2. Never use double negatives. 3. Don’t use ‘trick’ words like: always, sometimes, none of the above, all of the

above, sometimes, never, mostly, few, etc. 4. Have students circle the words ‘True’ or ‘False’ rather than writing ‘T’ or ‘F’. 5. Avoid wordy questions.

Essay Tests 1. Give students a choice. More than one essay question per test. 2. Ask or give explicit directions, questions, etc. 3. Question and answer should be on the same page. 4. Provide lined paper for answers. 5. Provide a word bank.

Multiple Choice Tests

1. Ask questions in complete sentences. 2. Align questions and options vertically. 3. Limit the number of options to no more than three. 4. Circle the correct answer rather than filling in the blank.

Fill-In-The Blank Tests

1. Don’t count off for spelling. Allow students to underline the word/s that they suspect are incorrect, or provide a word bank.

2. The length of the line should mirror the length of the answer.

There are ____ days in a year. The first president of the United States was _______________________. George W. Bush is the ________________ of the United States.

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3. The blank should be near the end of the question. 4. (Students need a “trigger” word to get them started)

Matching Tests 1. Avoid having students draw lines to connect the matches. 2. Place the longer part of the match on the left, the short answers on the right. 3. Do not list more than one match for each question. 4. Color-code the matches. 5. Keep all matches on the same page. 6. Match by categories. Provide a line or spacing to divide the categories.

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SPELLING

How common are spelling difficulties?

Almost all people with developmental reading or language disabilities have great difficulty spelling. In the new definition of dyslexia, people with the condition known as dyslexia are noted to have “conspicuous” problems with spelling and writing. People can also have specific spelling disabilities -- that is, they can be poor spellers, even though they are pretty good readers. These problems are very common, although no one has done an accurate estimate of the prevalence to date. What causes people to be poor spellers?

Spelling problems, like reading problems, originate with language learning weaknesses. Spelling disability does not reflect a general “visual memory” problem but a more specific problem with awareness of and memory for language structure, including the letters in words. People who are poor spellers typically have trouble analyzing the sounds, syllables, and meaningful parts of words in both spoken language and written language. In addition, they often have trouble learning other types of symbolic codes such as math facts and math operation signs. In the early grades, weaknesses in speech sound awareness (phoneme awareness) predict and are closely associated with poor spelling. In the later grades, difficulty understanding spelling rules, word structure and letter patterns are the hallmarks. The “visual memory” problems of poor spellers are specific to memory for letters and words, so a better term for poor spelling is orthographic memory problem. A person may be a very poor speller but a very good artist, navigator, or mechanic; those professions require a different kind of visual memory. How do children learn to spell? Is invented spelling good or bad?

Spelling develops in a more or less predictable sequence. Children begin by writing strings of letters and symbols that do not represent the sounds in words. Next, they begin to write a few of the sounds in words that are easily detected; then, get better at “inventing” spellings by sound, using the letters they have learned. This stage, called phonetic spelling or temporary spelling, usually occurs in kindergarten or early first grade, before children learn to spell words correctly. At this crucial early stage, inventing spellings by sounds is an effective way of discovering the separate sounds that make up words. However, invented spellings should never replace the organized instruction that should begin about the middle of first grade. Dyslexic students have difficulty going through the stages of spelling development. Phonetic spelling (spelling by sounds rather than by the correct letters) is a desirable but brief stage of early spelling development. If a student has good phoneme awareness, that is, can segment all the sounds in a simple word, the student is much more likely to remember the “true” letters and letter combinations in the word. Whole word, or “sight” word learning, is also bolstered by good phoneme awareness. Is our English spelling system predictable or unpredictable?

English is a pattern-based writing system that uses an alphabet to represent speech sounds. The English system of using letters for sounds is more complex than some languages such as Spanish but is nevertheless a predictable, learnable system. The English spelling system is complex because the spelling patterns come from Old English (Anglo-Saxon), from Latin and Greek, and from other modern languages.

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It is also complex because the regular patterns occur at several levels: the level of individual sounds, such as how we spell the sound /k/; the level of syllables, such as how we spell the syllables in the word ta-ble; and the level of meaningful parts (morphemes), such as how we spell the pieces of ac-com-mo-date. Many of our odd spellings, words such as come, does, women, and they, are Anglo-Saxon words that have been with us such a long time that they are no longer pronounced the way they are spelled. Really odd words, those that do not conform to a pattern of sound-symbol, syllable, or structural patterns in English, are less than 5% of our vocabulary. English is predictable over all, but several “layers” of language organization must be learned by those who would spell it well. What methods of instruction are most effective?

A well designed program for students who do not learn easily will emphasize the sounds in the words, the letter combinations that usually spell those sounds, the spellings of six basic syllable types, and how the spelling rules of English work. Such a program would teach spelling patterns in a structured sequential way. At the more advanced levels, spelling instruction should focus on the meaningful parts of words: the prefixes, roots, suffixes, and grammatical endings that are often spelled consistently. Multisensory techniques, those that join listening, saying, looking, and writing in various combinations, and that consciously engage the student in feeling how the word is spoken and how it is written, are most successful. If word lists are used they should emphasize the regular spellings for sounds and sound patterns. Special memorization techniques are necessary for the odd words that must be learned as wholes. In summary, effective spelling instructions should emphasize these principles: knowledge of sounds, letter-sound association, patterns, syllables, and meaningful parts;

multisensory practice;

systematic, cumulative study of patterns;

memorizing a few “sight” words at a time;

writing those words correctly many times;

using the words in personal writing.

The International Dyslexia Association (IDA) thanks Louisa Cook Moats, Ed.D. for her assistance in the preparation of this fact sheet. Related Reading: Moats, Louisa Cook, Ed.D., 1995. Spelling: Development Disability and Instruction. Baltimore,

MD: York Press. Schupack, Helaine and Wilson, Barbara, 1997. The “R” Book, Reading, Writing & Spelling: The

Multisensory Structured Language Approach. Baltimore, MD: The International Dyslexia Association’s Orton Emeritus Series.

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DYSGRAPHIA What is dysgraphia?

Dysgraphia means difficulty with handwriting. There are several different kinds of dysgraphia. Some people with dysgraphia have handwriting that is often illegible and shows irregular and inconsistent letter formations. Others write legibly, but very slowly and/or very small. When these individuals revert to printing, as they often do, their writing is often a random mixture of upper- and lowercase letters. In all cases of dysgraphia, writing requires inordinate amounts of energy, stamina, and time. Dysgraphia can interfere with a student’s ability to express ideas. Expressive writing requires a student to synchronize many mental functions at once: organization, memory, attention, motor skill, and various aspects of language ability. Automatic accurate handwriting is the foundation for this juggling act. In the complexity of remembering where to put the pencil and how to form each letter, a dysgraphic student forgets what he or she meant to express. Dysgraphia can cause low classroom productivity, incomplete homework assignments, and difficulty in focusing attention. Emotional factors arising from dysgraphia often exacerbate matters. At an early age, these students are asked to forego recess to finish copying material from the board, and are likely to be sent home at the end of the day with a sheaf of unfinished papers to be completed. They are asked to recopy their work but the second attempt is often no better than the first. Because they are often bright and good at reading, their failure to produce acceptable work is blamed on laziness or carelessness. The resulting anger and frustration can prevent their ever reaching their true potential. What causes dysgraphia?

A few people with dysgraphia lack only the fine-motor coordination to produce legible handwriting, but some may have a physical tremor that interferes with writing. In most cases, however, several brainsystems interact to produce dysgraphia. Some experts believe that dysgraphia involves a dysfunction in the interaction between the two main

brain systems that allows a person to translate mental into written language (phoneme-to-grapheme translation, i.e., sound to symbol, and lexicon-to-grapheme translation, i.e., mental to written word). Other studies have shown that split attention, memory load, and familiarity of graphic material affect writing ability. Typically, a person with illegible handwriting has a combination of fine-motor difficulty, inability to re-visualize letters, and inability to remember the motor patterns of letter forms. What are the different types of dysgraphia?

While dysgraphia may be broadly classified as follows, there are many individual variations that affect both treatment and prognosis: 1. In dyslexic dysgraphia, spontaneously written

text is illegible, especially when the text is complex. Oral spelling is poor, but drawing and copying of written text are relatively normal. Finger-tapping speed (a measure of fine-motor speed) is normal.

2. In motor dysgraphia, both spontaneously written and copied text may be illegible, oral spelling is normal, and drawing is usually problematic. Finger-tapping speed is abnormal.

3. In spatial dysgraphia, people display illegible writing, whether spontaneously produced or copied. Oral spelling is normal. Finger-tapping speed is normal, but drawing is very problematic.

Who is qualified to diagnose dysgraphia?

Dysgraphia cannot be diagnosed solely by looking at a handwriting sample. A qualified clinician must directly test the individual. Such a test includes writing self-generated sentences and paragraphs and copying age-appropriate text. The examiner assesses not only the finished product, but also the process, including posture, position, pencil grip, fatigue, cramping, or tremor of the writing hand, eyed-ness and handedness, and other factors. The examiner may assess fine-motor speed with finger tapping and wrist turning.

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What is the treatment for dysgraphia?

Prevention, remediation and accommodation are all important elements in the treatment of dysgraphia. Many problems can be prevented by early training. Young children in kindergarten and grade one should learn to form letters correctly; kinesthetic memory is powerful and incorrect habits are very difficult to eradicate. Muscle training and over-learning good techniques are both critical for the remediation of dysgraphia. Specifically designed exercises are needed to increase strength and dexterity. A specialist can recommend the most appropriate plan of exercises. For all students, kinesthetic writing, that is writing with eyes closed or averted, is a powerful reinforcer. Work needs always to begin with the formation of individual letters written in isolation. Alphabets need to be practiced daily, often for months. Finally, individuals can benefit from a variety of modifications and accommodations. One effective method is to teach the use of a word processor, by-passing the complex motor demands of handwriting. Many students may find learning the keyboard by the alphabet method easier than beginning with the home keys. For many, touch typing offers a whole new opportunity to learn to spell through a different kinesthetic mode. Students should also experiment with different writing tools; some people with dysgraphia may find pencil grips helpful. Other bypass methods include allowing the student to answer questions orally or into a tape recorder instead of writing, modifying written assignments so that less writing is required, and allowing extended time to complete tests and assignments. Copying from the board is an especially difficult task. Teachers need to provide notes. Photocopying the notes of another student is one possibility. Providing an outline, with spaces left for the student to fill in information, is another. Writing on a slightly inclined plane may be helpful. Should people with dysgraphia use cursive writing instead of printing?

For many children with dysgraphia, cursive writing has several advantages. It eliminates the necessity of picking up a pencil and deciding where to replace it after each letter. Each letter starts on the line, thus eliminating another potentially confusing decision for the writer. Cursive also has very few reversible

letters, a typical source of trouble for people with dysgraphia. It eliminates word-spacing problems and gives words a flow and rhythm that enhances learning. For children who find it difficult to remember the motor patterns of letter forms, starting with cursive eliminates the traumatic transition from manuscript to cursive writing. Writers in cursive also have more opportunity to distinguish b, d, p, and q because the cursive letter formations for writing each of these letters is so different. The International Dyslexia Association (IDA) thanks Diana Hanbury King for her contribution to this fact sheet. This fact sheet is the summary of work by Ruthmary Deuel, M.D., Betty Sheffield, and Diana Hanbury King. Reference: Deuel, Ruthmary K., M.D. Developmental Dysgraphia and Motor Skills Disorders. Journal of Child Neurology, Vol. 10, Supp.1. January 1995,

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Artists & Artisans

Chuck Close- one of the nation’s most celebrated contemporary artists Andrew Dornenburg- an award-winning chef Tommy Hilfiger- an internationally-known fashion designer Robert Rauschenberg- a multi-media artist who has had significant influence in the

world of modern art and has been called the “Picasso of the 21st Century” Mackenzie Thorpe-a world-famous painter, urges people at an exhibit of his work

to “stop looking with your eyes and see with your feelings” Robert Toth- has paintings, sculptures, and bronzes on display in museums

throughout the world, including the Smithsonian’s National Portrait Gallery in Washington, D.C.

Athletes Billy Blanks- world class martial artist and television and movie actor, has created a

foundation to promote self-sufficiency among high-risk women and children Bruce Jenner- 1976 gold medalist in the Olympic decathlon, described as the

“World’s Greatest Athlete” Earvin “Magic” Johnson- a legendary NBA basketball player who advocates for

youth in the areas of education, health, and social issues Hank Kuehne- a PGA star, used golf as an escape from his troubles at school Greg Louganis- received an Olympic gold medal in diving in the 1984 and 1988

games and advocates for AIDS awareness John E. Morgan- PGA champion, was bullied as a kid because of his learning

disabilities Barry Roof- a University of Central Florida student and NCAA Division I golfer Jim Shea, Jr.- earned a gold medal competing in the skeleton event at the 2002

Winter Olympics, making him the first third-generation Winter Olympian in the U.S. history

Neil Smith- NFL professional football player, is defensive end for the San Diego Chargers

Jackie Stewart- a race car driving champion who has been included into the Grand Prix Hall of Fame

Stan Wattles- an up-and-coming race car driver in the Indy acing League

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Business Leaders

Richard Branson- an enormously successful entrepreneur and founder of 150 enterprises that carry the Virgin name, such as Virgin Airlines

John T. Chambers- CEO of Cisco Systems, has revolutionized the technology industry

Barbara Corcoran- founder of one of New York City’s largest residential real estate agencies, recently authored Use What You’ve Got & Other Business Lessons I Learned from my Mom

Ingvar Kamprad- founder of the IKEA furniture chain, is the world’s richest man David Neeleman- founder and CEO of Jet Blue Airways, started his first airline

while he was still in college Paul Orfalea- the founder and chairperson of Kinko’s, an international, billion-

dollar copy service company Charles Schwab- founder, chairperson, and CEO of the Charles Schwab Corp., the

largest brokerage firm in the U.S. Diane Swonk- Chief Economist and a Senior Vice-President at Chicago-based Bank

One Corp., one the nation’s largest banks James Levoy Sorenson- a Utah entrepreneur who brings his talents to a wide range

of ventures Donald Winkler- CEO of Ford Motor Credit, has inspired businesses to overcome

obstacles to success Community Advocates and Activists

Erin Brockovich- inspiration for the movie of the same name, now serves as Director of Environmental Research at the law offices of Masry & Vititoe

Dexter Scott King- son of civil rights leader Dr. Martin Luther King, Jr.,is President and CEO of The King Center in Atlanta, GA

Valli Kugler- Miss Tennessee 2002, who set up a summer camp for children with learning disabilities when she was a student at the University of Tennessee, used the pageant as a platform to increase understanding of LD

Kelly McCorkle- legislative correspondent for Representative Jim DeMint, is a former Miss South Carolina who made learning disabilities part of her pageant platform

Entertainers Daniel Bedingfield- British pop star/composer, recorded his first hit record in his

bedroom Cher- an Academy Award-winning actress, well-known for her pop music and 1970s

hit TV variety show Danny Glover- acclaimed actor of theatre and film, used his celebrity status to

advance many community programs and worthy causes, such as AIDS awareness in South Africa and the advancement of minority youth

Whoopi Goldberg- born Caryn Johnson, an actress and comedian who has used her stardom to raise money to eliminate homelessness

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Brian Grazer- successful producer of movies such as A Beautiful Mind and Apollo 13

Woody Harrelson- rose to fame as Woody on TV’s hit series, Cheers Keira Knightley- starred in Bend It Like Beckham and Pirates of the Caribbean Jay Leno- a popular comedian and late-night talk show host Brad Little- star of the Cincinnati production of Phamtom of the Opera Jamie Oliver- Britain’s “Naked Chef” whose programs appears on the Food Network Edward James Olmos-an actor, entrepreneur, and activist who supports and

advocates for Latino culture in the U.S. Joe Pantoliano- television actor in The Sopranos Tade Reen- actor and writer, who is dyslexic, received a federal grant to write an

autographical play about learning disabilities and to speak on LD at schools across the country

Vince Vaughn- a movie actor who was featured in Starsky and Hutch and Jurassic Park II

Lindsay Wagner- most famous for her title role on the hit 1970s TV series Bionic Woman

Henry Winkler- also known as “The Fonz” from the TV series Happy Days Explorers & Adventurers

Ann Bancroft- an honoree in the National Women’s Hall of Fame, the first woman to travel to the North Pole and lead an all-woman dog-sled team to the South Pole

Musicians Harry Belafonte- a famous African American singer, actor, entertainer and political

activist Jon Finn- active in the music business as a musician, songwriter, and

engineer/producer Stephan Jenkins- former University of California at Berkeley valedictorian and the

singer-songwriter for Third Eye Blind Jewel- young pop-music sensation who recently wrote an autobiography of her life

growing up in Alaska Bob Weir- guitarist and vocalist, formerly with the Grateful Dead, is now

bandleader of RatDog Politicians

Gavin Newsom- the youngest mayor of San Francisco in 100 yrs Nelson Rockefeller- served as governor of New York for 12 years and as Vice

President of the United States under Gerald Ford Scientists, Engineers, & Technology Experts

William “Bill” Hewlett- co-founded with David Packard the Hewlett-Packard Company in 1939

Dr. John (Jack) Horner- a famous paleontologist, or dinosaur expert, who advised Steven Spielberg on films such as Jurassic Park and The Lost World

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Bill Wilson- fire investigator with a “seventh sense,” has a reputation for solving the unsolvable in car crash mysteries

Writers

Avi- author of children’s books, worked as a librarian to support himself when he began writing

Robert Benton- three-time Academy Award-winning screenwriter and director Stephen J. Cannell- a successful novelist and an Emmy Award-winning TV writer

and producer who has created over 40 different shows John Dunning- a Denver mystery writer who’s also a bookstore proprietor Fannie Flagg-a writer and actor who is most famous for her novel Fried Green

Tomatoes Richard Ford- an author who won the Pulitzer Prize and the PEN/Faulkner Award

for his novel, Independence Day in 1996 Terry Goodkind- author of 8 best-selling fantasy novels John Irving- a novelist and screenplay writer of World According to Garp, Hotel New

Hampshire, and Cider House Rules Patricia Polacco- prolific children’s author and illustrator, didn’t learn to read until

she was 14 Victor Villasenor- a Mexican-American author who has written 9 novels, 65 short

stories, and a critically acclaimed screenplay Wendy Wasserstein- won multiple awards for her play, The Heidi Chronicles,

including the Pulitzer Prize

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1. LIGHT SENSITIVITY— bothered by glare, sunlight, headlights or streetlights. Discomfort or difficulty concentrating or working under bright lights or fluorescent lights. Some individuals become tired, others experience headaches, mood change, fidgety or an inability to stay focused with bright or fluorescent lights.

2. PROBLEMS WITH WHITE HIGH GLOSS MATERIAL—Some individuals find that they cannot read as long or with as good comprehension when material is on white paper. The white may be glarey or compete with the black print, making the letters less readable. The same problems can occur with numbers on math pages and musical pages.

3. INEFFICIENT READING—Difficulty reading print, numbers or musical notes. Problems may include print that shifts, shakes, blurs, moves, runs together, disappears or becomes difficult to perceive.

4. SLOW READING RATE—Inability to read groups of letters, numbers or words at the same time. This results in problems tracking, sow reading rate, word-by-word reading, or an inability to skim and speed-read. Individuals often use their finger or a marker when reading.

5. ATTENTION DEFICIT—Problems in concentration while reading, writing, or working on the computer. May have difficulty staying on task, take frequent breaks, become restless, fidgety or tired.

6. STRAIN OR FATIGUE—Feeling strain, tension, tired, sleepy, or even getting headaches with reading and other perceptual activities. Strain can interfere with the ease of reading, studying, or even listening.

7. POOR DEPTH-PERCEPTION—Problem judging distance and spatial relationships accurately. May be unsure or have difficulty with such things as escalators, stairs, ball sports, or driving.

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Signs in Reading

Poor comprehension Misreads words Reads in dim light Skips words or lines Reads slowly or hesitantly Takes breaks Loses place Avoids reading

Complaints while Reading

Strain and fatigue Tired or sleepy Headaches or nausea Fidgety or restless

Writing Characteristics

Trouble copying Unequal spacing Writing up or downhill Inconsistent spelling

Other Characteristics

Strain or fatigue from computer use Difficulty reading music Sloppy, careless math errors Misaligned numbers in columns Ineffective use of study time Lack of motivation Grades do not reflect the amount of effort

Depth Perception

Clumsiness Difficulty catching balls Additional caution necessary while driving

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LD Fast Facts

To understand the impact learning disabilities have on children and young adults in the United States, it’ s helpful to look at some key statistics. This fact sheet provides a current snapshot of those figures.

1. Nearly 2.9 million students are currently receiving special education services for learning disabilities in the U.S. (Source: 24th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2002)

2. 50% of students receiving special education services through the public schools are identified as having learning disabilities. (Source: 24th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2002)

3. The majority of all individuals with learning disabilities have difficulties in the area of reading. (Source: President's Commission on Excellence in Special Education, 2002)

4. Two-thirds of secondary students with learning disabilities are reading three or more grade levels behind.Twenty percent are reading five or more grade levels behind. (Source: The Achievements of Youth with Disabilities During Secondary School, National Longitudinal Transition Study-2, 2003)

5. 44% of parents who noticed their child exhibiting signs of difficulty with learning waited a year or more before acknowledging their child might have a serious problem. (Source: Roper Starch Poll: Measuring Progress in Public and Parental Understanding of Learning Disabilities, 2000)

6. More than 27% of children with learning disabilities drop out of high school, compared to 11% of the general student population. (Source: 24th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2002)

7. Two-thirds of high school graduates with learning disabilities were rated “not qualified” to enter a four-year college, compared to 37% of non-disabled graduates. (Source: Students with Disabilities in Postsecondary Education: A Profile of Preparation, Participation, and Outcomes, NCES, 1999)

8. Only 13% of students with learning disabilities (compared to 53% of students in general population) have attended a 4-year post-secondary school program within two years of leaving high school. (Source: National Longitudinal Transition Study, 1994)

9. There is no causal link between learning disabilities and substance abuse, however the risk factors for adolescent substance abuse are very similar to the behavioral effects of LD, such as reduced self-esteem and academic difficulty. (Source: National Center for Addiction and Substance Abuse, 1999)

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10. 46% of all students with disabilities enrolled at post-secondary education institutions reported having learning disabilities (LD). In public 2-year institutions, 38% of all students with disabilities have LD. At public 4-year institutions, 51% of students with disabilities have LD. (Source: National Center for Education Statistics, 1999)

Resources

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Reference Books

Help Your Dyslexic Child by Eileen M. Cronin, Ph.D. How to Reach and Teach ADD/ADHD Children by Sandra F. Rief Overcoming Dyslexia by Dale R. Jordan Overcoming Dyslexia by Sally Shaywitz, M.D. Reading by the Colors by Helen Irlen Seven Pathways of Learning by David Lazear The Source for Dyslexia and Dysgraphia by Regina G. Richards

Videos

“Learning Disabilities and Social Skills with Richard Lavoie” “Understanding Learning Disabilities: How Difficult Can This Be?” “Visualizing & Verbalizing: Picture to Picture” “Visualizing & Verbalizing: Sentence by Sentence with HOTS” “Visualizing & Verbalizing: Multi-sentences and Whole Paragraph with HOTS” “Visualizing & Verbalizing: Word Imaging” “Visualizing & Verbalizing: Sentence by Sentence” “Project Read: Phonology” “Project Read: Story Form” “Dyslexia Teacher Academy Overview”

Websites

LD Online www.ldonline.org Reading Online www.readingonline.org The International Dyslexia Association http://www.interdys.org/index.jsp The Irlen Institute http://www.irlen.com/ TEA-Dyslexia Handbook

http://ws.ednet10.net/om/omitems.nsf/Items/4695630E994C112C86256A7700612C69/$file/dyslexiahdbk.pdf

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Some Common Sense Steps to Resolving Disagreements Between Parents and Schools

By: Learning Disabilities Association (1997)

A. Before a meeting

1. Review your child's file and be sure you understand your child's disability and how the disability affects the way in which your child learns and needs to be taught. If you have any questions, talk to someone who is familiar with learning disabilities. Call your local or state LDA affiliate or your state's Parent Training and Information Center (PTI) to find information and resources for learning disabilities. Be sure you understand the terminology, the significance of test scores, and what the diagnosis means in terms of everyday learning. Don't be bashful about asking questions until you understand.

2. Have a clear vision of what your hopes and expectations are for your child's future. Be realistic and optimistic about your goals for your child. Communicate your ideas clearly to the professionals who work with your child. The choices you are making about your child's special education program today should be based on your short and long term goals for your child's future.

3. Know the laws which determine the rights your child has to a free, appropriate public education (FAPE). Understand your rights and your responsibilities in the special education process under the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act, the Americans with Disabilities Act (ADA), and the Federal Education Rights and Privacy Act (FERPA).

4. Prepare a list of your issues, then prioritize them and decide what the most important issues are for your child at this time. Think about what you want your child to be able to do. Be clear about what your child needs and stand firm in your position, but be willing to compromise on less critical points. Understand the difference between a free appropriate public education (FAPE) to which your child is entitled and what you would consider an ideal education.

5. Believe in yourself, your rights and your knowledge of your child's strengths and needs. Be prepared to share information about what motivates your child, what works at home, and what has not worked in the past. Focus on the issue of your child's needs, do not let personalities or past differences become the issue.

B. Communicating effectively at a meeting

1. Engage in Active Listening to make sure that you understand accurately what the others are saying. Paraphrase what you have understood them to say in order to be sure that it was what they actually meant. Be willing to listen to and consider other points of view. Others may have valuable insights to share. Ask questions. If you're not sure you understand something, ask for an explanation until you do understand it. Ask about the reasons for the school's position and why they think their

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proposal will offer the most benefit to your child. Often what appears to be a disagreement turns out to be a misunderstanding.

2. Don't get personal or defensive with the other participants at the meeting. Assume that they have honorable intentions and want to resolve the issue in your child's best interests. You can reduce the level of defensiveness by using I statements, such as "I am frustrated because this program isn't working" instead of "You are frustrating me because what you're doing isn't working." Attack the problem, not the person. Be sincere, honest, positive and assertive, but not aggressive.

3. Take someone with you to the meeting. A friend, another parent from your local LDA affiliate, or a PTI volunteer can support you by taking notes and helping you keep your focus on the immediate issue. This allows you to concentrate on listening and communicating.

C. Good practices and operating procedures

1. Follow the Chain of Command and discuss your concerns or issues with your child's teacher. Allow the teacher the opportunity to address your concerns and work toward solving any problems. If you can't obtain results, find out who has the authority to make the necessary changes and move up, level-by-level. When you discuss your concerns, don't just complain about what is not working. Wear your problem solving hat, be creative, offer solutions, and offer to look into community resources.

2. Create a Paper Trail by keeping accurate, written records. Have a written record, including dates and names of all phone calls and meetings. Follow up any verbal agreements with a letter confirming your understanding of the agreement. Keep any notes and correspondence you receive, as well as IEPs and evaluation information. Keep copies of all your own correspondence concerning your child.

3. Keep Your Files with information about your child organized and current. When you go to meetings, take the relevant information with you, possibly in a notebook, indexed in a manner that makes it easy for you to find what you need during the course of the meeting.

D. What can you do when you've reached an impasse?

1. Call your State Department of Education special education coordinator. A clarification of state and federal special education requirements might help to resolve the issue. In addition, the State can frequently provide your district with technical assistance and inforrmation with regard to staff development and training, assistive technology, consultative services, and model programs.

2. An Administrative Review or Resolution Conference might help resolve the problem. Sometimes a higher level school district administrator brings a new perspective to the issue which can be helpful in finding a solution. Or, the administrator can authorize resources which will resolve the issue.

3. Contact your district's Civil Rights Coordinator to find out if your issue is a violation of civil rights laws, such Section 504 or ADA. Your child is entitled to any reasonable accommodations he/she needs in order to have equal access to a free, appropriate public education. This might include, among other things, having the school provide taped textbooks or allowing the use of a spell-check device.

4. File a Child Complaint with your State Department of Education. If you think that your disagreement with the school involves a violation of state or federal special education regulations or statutes, you may follow your state's Complaint Procedures as outlined in its State Plan. Under IDEA, every state is required to adopt written procedures for receiving, investigating and resolving complaints regarding the administration of programs funded through the US Department of Education. State complaint procedures can be used by parents for complaints which raise systemic issues, individual issues or, in lieu of the due process hearing system, to resolve disagreements over any matter concerning the identification, evaluation, educational placement, or provision of a free appropriate public education to their child.l

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5. An impartial mediator might be able to help you and the school reach an agreement. Ask your special education director, your superintendent or the person in your district who is responsible for special education services if the school would agree to using the mediation process. Often the mediation process is most effective before you have undertaken Step 1. However, you can request it at any time during the process. Many states have a roster of qualified mediators who can be brought in to help you and the district resolve an issue. Some states have funding to cover the costs of mediation at any time, some only after parents have filed for due process, and some not at all. A district is free to use their own funds to pay for mediation at any time, and frequently will do so since it is less costly than due process.

Study Skills - A Handout for Parents

Many capable children at all grade levels experience frustration and failure in school, not because they lack ability, but because they do not have adequate study skills. Good study habits are important for success in school, to foster feelings of competence, to develop positive attitudes, and to help children realize they can control how well they do in school and in life. Good study habits lay the groundwork for successful work habits as an adult.

For children to learn good study skills, teachers and parents must work together. It is most important to help children build good habits, to develop a system that works for an individual child, and to use the system effectively and consistently. Preferred learning styles vary from child to child. Children need to discover how they learn and then work out a study system that fits best. Parents of elementary aged children usually help their children more than parents of adolescents. However, adolescents also need parental support and encouragement throughout high school.

Four basic principles to enhance study skills.

1. Make homework completion a positive experience: associate it with love and affection, freedom, fun and control.

2. Make homework completion a high priority.

3. Use homework completion to teach organization skills and improve learning skills. Remember that the primary

purpose of homework is to improve learning and foster work habits.

4. Provide and enforce logical and meaningful consequences.

Make homework completion a positive experience

Associate it with love and affection, freedom, fun, and control. Possible ways to do this are:

Provide support and praise for homework completion.

Be available to provide non-critical assistance.

Give children choice in when, where, and how they complete homework assignments.

Encourage your children to complete homework well enough that they have a sense of control over their own

learning and levels of competence.

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Maintain a positive and helpful attitude: avoid criticism and anger.

Help children understand what types of homework they enjoy and encourage them to choose assignments

accordingly. Some prefer written reports, other prefer hands-on projects.

Use homework preferences in developing a homework schedule. Some children prefer to get disliked homework done

first, while others prefer to do their easier homework first.

When a child dislikes a subject, find ways to make it less frustrating. For example, set a goal of doing five math

problems and then taking a stretch.

Encourage your child to participate in study groups with friends. Research shows that children who form study groups

achieve at a much higher level than children who always study alone.

Encourage your child to have fun such as eating a snack, calling friends, starting an activity, or watching a favorite

show when homework is finished.

Never use homework as a punishment.

Be a good listener, and encourage you child to ask questions about things that are hard to understand.

Set aside time for your children to share with you the skills and information they are acquiring.

Help children study for tests by quizzing them on the material in a friendly manner.

Have your children imagine themselves as excellent students. Then brainstorm what needs to be done to make that a

reality.

Make homework completion a high priority

Make clear that you expect your children to complete homework well.

Establish a study routine: children should be in the habit of studying at the same time and in the same place each

day. Children and parents should decide, together, upon the study routine by taking into account scheduled activities,

family commitments, and favorite TV shows. Also, consider the child's ability to concentrate at different times of the

day. Many elementary school children are too tired after dinner, and show this by having trouble concentrating, being

easily frustrated, and being slow to complete tasks. Ideally, the family agrees upon a study hour, the television and

stereo are off, phone calls are not taken, and the entire family studies, reads, or completes paperwork.

Establish a place to study with good lighting and a table or desk. Some children prefer to study in their own room.

Others do better if they are studying at the kitchen table or other location near parental help. Some children are able

to study with a little background noise such as music. Few can study effectively in front of the TV and most need

uninterrupted quiet. Other children may prefer to work at the library, and will need transportation.

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Have supplies on hand including binders, notebooks, paper, pencils, pens, assignment books, erasers, dictionaries, a

calculator, ruler, hole punch, tape, glue, reference books and/or programs.

Demonstrate, and enforce, that homework completion is a higher priority than other activities. A child should not

watch TV and talk with friends before completing homework, unless time later in the day has been set aside for

homework completion.

Reduce activities if a child has so many commitments that there is insufficient time for homework.

Have help available for every subject. This might be a parent, neighbor, friend, teacher hot line, an on-line homework

service, or a tutor. The helper needs to be someone who is knowledgeable about the subject and who can help the

child without becoming frustrated or angry.

Establish a family expectation that studying for exams is expected and takes priority over other activities.

Use homework completion to teach organization skills and improve learning

Keep in mind that the primary purpose of homework is to improve learning and foster work habits. Possible ways to do this are to:

Encourage your child to use an assignment book, write all assignments into the book daily, and check them off when

completed. Your child should also break down long-term assignments, such as projects, into smaller parts and write

each part into the assignment book. Many children also find it helpful to put other commitments into the assignment

book as well, including music lessons, sports, and jobs.

Encourage your children to estimate how long it will take to complete each assignment and plan their schedule

accordingly.

Help your children set goals regarding how well they want to do on an assignment and how much effort it will take to

do that well. This will help them learn to divide study time effectively.

Help your children learn to plan for finishing assignments on time. They should start working on major assignments

or reviewing for major tests well ahead.

Help your children expand their concentration time. At first they may be able to concentrate for only 10 minutes.

Parents can help their children build up this length of time gradually, so that homework takes less time. Even high

school students should take a 10 to 15 minute break after studying for 45 or 50 minutes. Otherwise, they lose the

ability to concentrate.

Encourage your child to circle the verbs in directions.

Encourage your child to review class notes and add details, make corrections, and highlight the most important

information.

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Encourage your children to improve reading skills by having them pre-read non-fiction reading assignments

(reviewing the headings, picture captions, reviewing tables, charts, and graphs). Children can pre-read fiction by

reading the front cover, back cover, and introduction, and skimming the first quarter to determine setting, character,

and plot.

Encourage your child to determine the meaning of unknown words by using the context or by looking them up in a

dictionary and writing them down.

Help your child learn effective reading techniques such as SQ3R, where the reader:

o Surveys: Looks over the material before beginning to read to obtain a general orientation.

o Questions: Writes down questions about the material before beginning to read.

o Reads through the material in the normal way.

o Recites and Writes: Writes down or gives the answers to another person.

o Reviews: Goes over the material several times before being tested.

Encourage your child to outline or "map" reading material for better understanding. To "map," a child places the main

topic in the middle of a blank sheet of paper. Then a branch is drawn for each subheading, and supporting details are

placed on smaller branches going out from the subheadings. This creates a visual aid that increases organization and

comprehension.

Make sure your children are able to understand their textbooks. Children should be able to read 9 out of 10 words

accurately and answer correctly a least 3 out of 4 questions.

Help your child predict outcomes, distinguish fact from opinion, discern emotional appeals, recognize bias, discern

inference as they read.

Encourage your children to organize thoughts before beginning a written assignment, and write at least two drafts.

Have your child proofread and check for success or failure in answering the purpose of the assignment, legibility,

neatness, spelling, complete sentences, and punctuation errors.

Help your child to see tests as an opportunity to "show off" what they have learned, rather than something to be

feared.

Help your children predict test questions as they study for tests.

Encourage your child to space learning over several sessions instead of cramming the night before. Five hours of

study spread over a week is better than studying five hours the night before the test: cramming for tests increases

anxiety and causes lower grades.

39

Avoid acting as a tutor for your child. If a child needs a tutor in a particular subject, call the local high school and ask

for a student tutor through the Honor Society.

Provide and enforce logical and meaningful consequences

Each week, have your children assess their own homework completion by reviewing returned papers, tests and

quizzes, and current grades. With your children, note their progress, improvements, areas of need, and jointly plan

how to solve any problems.

Display well-done work in a prominent place, such as on the refrigerator door.

With their help, graph your children's grades. Include the grades for each class, the average grade for all classes, and

an agreed upon target line. The target line should be the grades that you and your children agree are reasonable and

obtainable (if your child is now receiving D's, a reasonable goal is grades of C: to first set the goal at A's will lead to

frustration). Discuss the graph with your children, help your children identify any patterns of poor performance, and

jointly develop solution plans.

Teach your children to bring all necessary materials home. If your children get in the habit of "forgetting" homework

materials, have them spend time on reading or working on other academic activities during the agreed upon study

time. Your children could also walk back to school to pick up forgotten materials, or be charged "gas money" out of

their allowance for being driven back to school. Or, with the help of a school psychologist or counselor, set up a

system that rewards them for bringing everything home.

Sometimes children "lose" completed homework in their books or backpack. Placing all completed homework in one

folder in the backpack can solve this problem.

If a child does not complete homework, reduce the freedom the child has until grades improve and the teacher

indicates that the problem is solved. Methods of reducing freedom might be (a) giving your child less control about

where and when homework is completed, (b) parents checking the quality of completed homework every evening,

(c) parents and teachers maintaining ongoing communication in the assignment book, or (d) the child not being able

to participate in a planned activity such as a field trip.

Reward your child for good grades and for improving grades. Your child's preferences should be considered in

deciding upon the reward, but the rewards need not be expensive. Going out together for an ice cream cone, or

telephoning a grandparent to tell them of the child's success, are examples of inexpensive but effective rewards.

Provide support and genuine praise for homework completion and good study habits.

Resources

Canter, L. (1993). Homework without tears. New York: HarperCollins.

How to help your child achieve in school (1988). Pueblo, CO: Consumer Information Center (Dept 109M).

40

Rosemond. J. (1990). Ending the homework hassle: Understanding, preventing and solving school performance problems. Andrews & McMeel.

Mack, A. (1997). A+ Parents: Help your child learn and succeed in school. McBooks.

http://www.ldonline.com/article/5904?theme=print

©2006 WETA. All Rights Reserved.

Appendix

41

LAW, REFERRAL PROCESS, & GUIDELINES

PURPOSE The Victoria Independent School District is committed to an uncompromised dedication to excellence for all children, regardless of individual differences, and ensures that each student enrolled in this district, shall have access to programs and services that are appropriate to his or her educational needs.

LAW Sec. 38.003. Screening and Treatment for Dyslexia and Related Disorders (TEC)

RULE

74.28 Student with Dyslexia and Related Disorders (SBOE) DEFINITION OF DYSLEXIA “Dyslexia” means a disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and sociocultural opportunity (38.003 (D) (1) (TEC). PROGRAM GOALS

Provide training/resources to teachers and parents.

At least 70% of identified students will meet minimum expectations on the Rdg/LA & Wrtg sections of the TAKS

test.

At least 90% of identified students will obtain a final grade of 70 or above in LA.

42

REFERRAL, SCREENING, AND IDENTIFICATION PROCESS The process of identification begins with Stage I when the regular education teacher observes a student is having difficulties in reading, writing and/or spelling that is unexpected for the student’s age/grade. Data is gathered and brought to the Campus Review Committee (CRC). When Stage II interventions and classroom accommodations have not been successful, a referral may be made to the Dyslexia Program through the 504 Committee. A referral may be made by submitting a completed CRC form to the 504 Committee. The 504 Committee will obtain parent permission (pp 12 & 13) for dyslexia testing and forward the referral (504 permission & CRC packet) to the Dyslexia Program at Hope Campus.

A parent can also initiate the process. Referral information provided by parents will be sent to the campus administrator and reviewed by the CRC.

Dyslexia testing will be completed within 45 days of receiving a completed referral.

Decisions about the student’s placement are made by the Campus Dyslexia Committee (CDC) which is a team of persons knowledgeable about the student. The CDC members consist of the campus 504 Coordinator, Dyslexia Specialist, classroom teacher and/or campus dyslexia teacher. Others present should be parents, regular education teacher and counselor, etc. If the 504/CDC committee determines that the child is eligible, an educational plan will be developed.

If a child is in Special Education, an ARD can make a referral for dyslexia testing. The Dyslexia Specialist will report back to the ARD committee with the results of the dyslexia assessment.

If a child no longer qualifies for Special Education, a referral may be made by the ARD, which makes the non-qualifying decision. The Dyslexia Specialist will report back to the CDC/504 Committee with the results of the dyslexia assessment.

Students previously receiving dyslexia services out-of district or privately tested will be accepted for eligibility by the 504 Committee, pending documentation. The 504 Committee will notify the Dyslexia Program when the student enters the district. Early Intervention screening for 1st graders may be requested by following the Tier Model (Tier model can be

found in the CRC packet). The Dyslexia Specialist will report back to the CDC/504 Committee with the results of the dyslexia assessment.

ASSESSMENTS USED TO IDENTIFY DYSLEXIA Comprehensive Test of Phonological Processing (CTOPP) Phonological Awareness Test (PAT) Intermediate Phonological Awareness & Reading Profile Informal Intelligence Test (KBIT-2 or WASI) Kaufman Test of Educational Achievement-II (Listening) Test of Written Spelling (TWS) Woodcock Reading Mastery Test (WRMT) Jordan Written Test Portfolio/Written Language samples Test of Word Reading Efficiency (TOWRE) Scotopic Sensitive/Irlen Screening

ADDITIONAL SOURCES OF DATA Vision/hearing screening Report cards (past and present) Parent survey TAAS/TAKS scores (past and present) TPRI results CRC report (intervention portion that indicates interventions that have been implemented)

43

Dyslexia Screening Instrument (DSI) ELIGIBILITY

Exhibits average or above average intelligence Demonstrates documented difficulties in reading, writing, and/or spelling which are not age appropriate and

interfere with learning Exhibits characteristics associated with dyslexia must have received campus interventions in area of difficulties prior to the referral Family history of dyslexia or learning problems Lack of progress is not due to socio-cultural factors such as language differences, inconsistent attendance,

lack of experiences and is of constitutional origin.

PROGRAM METHOD

Project Read has been adopted as the district dyslexia program. The student's plan may include other

programs that meet the state's descriptors and are available on the student's home campus. These programs

include: Saxon Phonics, Distar Reading Mastery, Success For All, Read Naturally, Lexia, Earobics, My

Reading Coach, and Imagination Station.

The program utilized will meet the states descriptors of graphophonemic knowledge (explicit, synthetic and analytic phonics), individualized, linguistic, meaning based, multi-sensory, phonemic awareness, process oriented, language structure, and explicit direct instruction. A student will receive services through any regular or compensatory educational program in the district. The student may be eligible under Section 504 if his learning is substantially limited in the areas of reading, spelling, and/or written language activities. A referral to Special Services for a comprehensive assessment may be warranted for students who are unable to make adequate progress while being served under the Dyslexia/504 Program. Students who no longer require a reading program, such as those in Jr. High and High School, may still qualify to receive accommodations and monitoring support from the dyslexia program.

STAFF AWARENESS/DEVELOPMENT

All teachers working directly with identified students at the beginning of each school year will be given a packet of general information about dyslexia and the student’s accommodations and educational plan. The Dyslexia Specialists will provide assistance as requested by the regular education and/or special education teachers concerning accommodations and multi-sensory techniques for the dyslexic child. The Dyslexia Specialists will provide program training as needed or requested by teachers and/ or campus administrator.

44

STAAR Bundled Accommodations for

Dyslexics: Two additional accommodations

for use while administering the

STAAR reading tests For identified dyslexics in grades 3 thru

12

Orally reading all questions and answer

choices to students; and

Extending the testing time

45

46

Tier Model First Grade

Groups Intervention

Groups Core/Intervention

Programs Group Size Timeline

Tier 1

Students continue with core program.

SFA, Basal, Saxon Phonics,

Guided Reading, other

Whole class

10-12 wks.

Tier 2

30 minutes daily, in addition to core

program.

Early Reading Lexia, Phonics-

Based Lexia, Read Naturally, and/or Earobics Step 1, Road to Code, Project

Read

3-5 students

in a group

10-12 wks.

Tier 3

*Possible Referral for

Early Intervention Assessment

from Dyslexia

Dept.

60 minutes daily, in addition to core

program. (60 min.

delivered in two 30 min.

blocks)

Istation, Any other program that meets the

student’s individual needs

Maximum of 3. (Some

students may need 1

on 1 instruction

10-12 wks.

**If student was in Tier 2 or 3 at the end of 1st grade, then the student would enter 2nd grade at Tier 2 or Tier 3.

47

Tier Model Second Grade

Groups Intervention

Groups Core/Intervention

Programs Group Size Timeline

Tier 1 Students continue with core program.

SFA, Basal, Saxon Phonics, Guided Reading, other

Whole class

10-12 wks.

Tier 2 30 minutes daily, in

addition to core program.

Early Reading Lexia, Phonics-

Based Lexia, Read Naturally, and/or Earobics Step 1, Istation, Road to

Code, Project Read

3-5 students

in a group

10-12 wks.

Tier 3 *Possible

Referral for Dyslexia/Sp.

Ed. Assessment

60 minutes daily, in

addition to core program. (60 min. delivered

in two 30 min. blocks)

Istation , My Reading Coach,

Any other program that

meets the student’s

individual needs

Maximum of 3. (Some

students may need 1

on 1 instruction

10-12 wks.

**If student was in Tier 2 or 3 at the end of 1st grade, then the student would enter 2nd grade at Tier 2 or Tier 3.

48

Software Description Page

Title Time The student is having difficulties with …

Grade Level

Tier

Lexia Early Reading 20-30 min. 3X per week

Phonological Awareness skills: rhyming, first and last sound identification, segmentation, blending, and letter/sound association.

PreK-1st 2

Lexia Phonics-Based Reading

20-30 min. 3X per week

decoding and encoding skills. It is designed to develop auditory processing skills and increase automatic word recognition by reinforcing phonemic elements and sound/symbol relationships.

K-2nd 2, 3

Lexia SOS 20-30 min. 3X per week

vocabulary, decoding and encoding skills. It is designed to develop auditory processing skills and increase automatic word recognition by reinforcing phonemic elements and sound/symbol relationships

3rd -12th 2, 3

Read Naturally 20-30 min. 3X per week

reading fluency. 1st-12th 2, 3

Earobics Step 1 20-30 min. 3X per week

Auditory Processing and Phonological Awareness Skills that support reading and spelling. Appropriate for grades: Pre-K, Kinder, 1st

PreK-1st 2, 3

Earobics Step 2 20-30 min. 3X per week

Auditory Processing and Phonological Awareness Skills that support reading and spelling. Appropriate for grades: 1st and 3rd

1st-3rd 2, 3

Earobics Adolescent/Adult

20-30 min. 3X per week

Auditory Processing and Phonological Awareness Skills that support reading and spelling. Appropriate for grades: 4th and above

4th -12th 2, 3

Istation 30 min. 3X per week

phonological and phonemic awareness, phonics, vocabulary, fluency, comprehension and book and print awareness.

PreK-2nd 2, 3

My Reading Coach 1 hr. daily

phonemic awareness, decoding, encoding, grammar, fluency and reading comprehension. Teacher intervention is required. Holistic instructional reading program.

3rd -12th 3

Cross Trainer 20-40 min. 3X per week

visual-spatial abilities, discerning patterns, and drawing inferences.

2nd- 12th 2, 3

49

V.I.S.D. Dyslexia Program Components of Reading

Program Type of Program

Grade Level

*Dyslexia Descriptors Notes

PA P F V S C WE

Earobics Step 1

Intervention, Technology

K-2 Explicit; systematic; student materials aligned;

ample practice opportunities

Earobics Step 2

Intervention, Technology

1-3 Explicit; systematic; student materials aligned;

ample practice opportunities

Earobics A/A

Intervention, Technology

4-12 Explicit; systematic; student materials aligned;

ample practice opportunities

Lexia Early Reading

Intervention, Technology

K-1 Practice only, phonics program

Lexia Primary Reading

Intervention, Technology

K-3 Practice only, phonics program

Lexia SOS Intervention, Technology

3-12 Practice only, phonics program

Imagination Station

Intervention, Technology

K-3 Explicit; systematic; student materials aligned;

ample practice opportunities

Read Naturally

Intervention, Technology

K-12 Explicit; systematic; student materials aligned;

ample practice opportunities; fluency

program

My Reading Coach

Intervention, Technology

3-12 Systematic; ample practice opportunities

*Dyslexia Descriptors:

PA= Phonemic Awareness S= Spelling

P= Phonics C=Comprehension

F= Fluency WE=Written Expression

V= Vocabulary

50

V.I.S.D. Dyslexia Program Components of Reading

Program Type of Program

Grade Level

*Dyslexia Descriptors Notes

PA P F V S C WE

Project Read-

Phonology

Core Rdg Prg, Interv. Prg,

Tutoring Prg., Remedial Prg. for above 3rd

gr.

K-3 Explicit; systematic; student materials aligned;

ample practice opportunities

Project Read-

Linguistics

Core Rdg Prg, Interv. Prg,

Tutoring Prg., Remedial Prg. for above 3rd

gr.

3-12 Explicit; systematic; student materials aligned;

ample practice opportunities

Project Read- Report Form

Core Rdg Prg, Interv. Prg,

Tutoring Prg., Remedial Prg. for above 3rd

gr.

2-12 Explicit; systematic; student materials aligned;

ample practice opportunities

Project Read-

Story Form

Core Rdg Prg, Interv. Prg,

Tutoring Prg., Remedial Prg. for above 3rd

gr.

2-12 Explicit; systematic; student materials aligned;

ample practice opportunities

Project Read-

Written Exp

Core Lang Prg, Interv. Prg,

Tutoring Prg., Remedial Prg. for above 3rd

gr.

3-12 Explicit; systematic; student materials aligned;

ample practice opportunities

*Dyslexia Descriptors:

PA= Phonemic Awareness S= Spelling

P= Phonics C=Comprehension

F= Fluency WE=Written Expression

V= Vocabulary