The Dyslexia Checklist

A Practical Reference for Parents and

Teachers

Presented byKathy Bass

Understanding Dyslexia

The International Dyslexia Association defines dyslexia as “a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge” (Rief & Stern, 2010).

Other Common Problems

• Memory• Sequencing• Executive functioning • Processing Speed• Writing• Motor skills and coordination• Emotional Functioning• Dysgraphia

(Reif & Stern, 2010)

Common Strengths and Positive Characteristics

• Gifted and talented – art, music, athletics, drama, intellectual pursuits

• Visual-spatial thinking / 3-D awareness• Strong technical or mechanical aptitude• Imaginative and creative• Innovative, Out of the box thinkers• Resourceful, Resilient, Persistent

(Rief & Stern, 2010)

Instructional Design

Students with dyslexia need specific instructions in order to maximize their learning.

• Direct and explicit• Don’t assume prior knowledge base• One skill at a time• Specific procedures and teacher modeling• Guided and independent practice• Immediate feedback

(Rief & Stern, 2010)

• Systematic and structured• Basic to mastery – teach foundation of skills in

order, filling in gaps• Minimizes confusion and helps student see patterns

• Multisensory• Auditory, visual, tactile-kinesthetic• Songs, pictures, hands-on

• Research validated curriculum• Sufficient time• Small group or individual• Monitor progress to guide instruction

(Rief & Stern, 2010)

Emotional SupportStudents with dyslexia have average and

above average intelligence, but they need to be reassured.

• Ongoing support, encouragement and advocacy• Mentor

• Encourage and guide them• Be optimistic about their ability to achieve goals for

the future• Give them opportunities to develop strengths and

interests• Gentle reminders during frustration• Communications

(Rief & Stern, 2010)

Educational Support

Students with dyslexia need opportunities to be successful in academics.

• Accommodations and Modifications• Early identification and placement• Team work and Communications (teacher, student,

parent, specialist)• Knowledge of dyslexia• Knowledge of available resources• Flexibility

(Rief & Stern, 2010)

How Teachers Can Help

• Encourage oral participation in discussions• Offer project based assessments• Be aware of your grading objective (content v.

mechanics) (content area subjects) • Technology based assignments• Provide graphic organizers and study guides• Teach goal setting, organizational skills• Encourage students to read anything, read at

home, read during summer

How Parents Can Help

• Discuss dyslexia at age-appropriate level• Build self-esteem• Advocate – learn about dyslexia, student rights

(Texas laws), communicate with school• Homework

• Set schedules and routines• Help with organization and time management• Monitor and review assignments• Allow study breaks• Student choice in reading materials

Resources

• International Dyslexia Association www.interdys.org• LD Online www.ldonline.org• The Dyslexia Handbook

http://www.region10.org/dyslexia/links/dyslexia-handbook-english/

• Dyslexia Awareness and Resource Center www.dyslexiacenter.org

• School district reading and dyslexia specialists

Reference

Rief, S. F., & Stern, J. M. (2010). The dyslexia checklist. San Francisco, CA: Jossey-Bass.