BY MICHAL REMER

Dyslexia

>

Quick Facts

bull 15-20 of people affected

bull Dyslexia does not discriminate

bull Dyslexia is mostly hereditary

>

Quick Facts

bull Diff iculty with reading writing and other language based tasks

bull Readingseeing words backwards is a common misconception

>

Here is a small cartoon to begin illustrating the idea

So What is Dyslexia

>

The Dyslexia Paradox

>

The Dyslexia Paradox

>

The Dyslexia Paradox

>

A Precise DefinitionDIVIDED INTO 5 PARTS

>

Dyslexia

>

1 is a specific learning disability that is neurobiological in origin

>

This means that the disability originates in the brain

1 is a specific learning disability that is neurobiological in origin

>

2 Difficulties associated with Dyslexia typically result from a deficit in the phonological component of language

>

This means a person with dyslexia typically has an impairment in the area of their brain that is responsible for breaking apart and processing the basic structure of words (phonemes)

2 Difficulties associated with Dyslexia typically result from a deficit in the phonological component of language

>

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

This means that people with dyslexia often have diff iculty identifying real words andor doing so in a fl uent (eff ortless) manner

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

They have trouble spelling words and decoding (that is breaking apart pronouncing) the ones they are not familiar with

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

This includes nonsense words ndashwords that are phonetically ldquodecodablerdquo but not part of the lexicon

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

This means that their impairment has no relation to their overall intelligence or their ability to respond well to eff ective classroom instruction

In fact most people with dyslexia have average to above average intelligence

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

The conventional nature of classroom instruction today though does not necessarily imply eff ective instruction for dyslexic students ndash and this is one of the reasons why dyslexia is considered a learning disability

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

5 Secondary consequences of Dyslexia may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge

>

3 Types of Dyslexia

>

Type Example

3 Types of Dyslexia

>

Type Example

Dysnemkinesia

(motor dyslexia)

Difficulty remembering how to do the movements needed for writing

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

Letter reversals Sawwas reeddeer (sequential)

ƧS ЯR Cɔ existE microu NИ (mirror writing)

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

Letter reversals Sawwas reeddeer (sequential)

ƧS ЯR Cɔ existE microu NИ (mirror writing)

Spatial difficulties Leftright directions

Poor sight recognition Trouble building up sight vocabulary Relies on reading and spelling phonetically

3 Types of Dyslexia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

3 Types of Dyslexia

>

Reader without Dysphonesia

>

Brain Comparison

>

Brain without Dysphonesia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically

3 Types of Dyslexia

>

Reader with Dysphonesia

>

Brain with Dysphonesia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory

3 Types of Dyslexia

>

Dysphonesia Example

Dys-phon-esia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words Volcanotornado

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errorsWrites rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo

Cluttered blackboard = disorientation

3 Types of Dyslexia

>

7 Patterns of Dyslexia

>

bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course

deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it

bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls

bull Understanding complex sentences (especially in testing situation)

bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you

need to cancel

Other Difficulties

>

bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood

bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly

bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo

Other Difficulties

>

IEPS

ACCOMMODATIONS

MODIFICATIONS

SPECIALIZED TUTORING amp READING PROGRAMS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

BE AWARE OF THE SIGNS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

GENERAL

LISTENING DIFFICULTIES

MATH DIFFICULTIES

ORGANIZATIONAL SKILLS

PHYSICAL PROBLEMS

PERFORMANCE DURING TESTS AND EXAMINATIONS

Common Traits and Behaviours in Students

with Dyslexia

>

bull Most students will exhibit at least 10 or more traits or behaviours

bull Only qualified diagnostician s may test and diagnose dyslexia

bull Signs of dyslexia manifest themselves differently in different age groups

Common Traits and Behaviours in Students

with Dyslexia

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Appears bright highly intelligent and articulate but unable to read write or spell at grade level

Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo

Has difficulty sustaining attention seems hyper or daydreamerldquo

Arenrsquot behind enough or bad enough to be helped in the school setting

They may have a high IQ but not test well academically tests well orally but not written

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies

bull They may be easily frustrated and emotional about school reading or testing

bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering

bull Seems to Zone out or daydream often gets lost easily or loses track of time

bull Learns best through hands-on experience demonstrations experimentation observation and visual aids

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

When the teacher has hisher back to students

In a noisy room

When the teacher uses unfamiliar words without visual support

Misunderstanding instructions

Misunderstanding long complex sentences

Screening out unimportant information

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

Quick Facts

bull 15-20 of people affected

bull Dyslexia does not discriminate

bull Dyslexia is mostly hereditary

>

Quick Facts

bull Diff iculty with reading writing and other language based tasks

bull Readingseeing words backwards is a common misconception

>

Here is a small cartoon to begin illustrating the idea

So What is Dyslexia

>

The Dyslexia Paradox

>

The Dyslexia Paradox

>

The Dyslexia Paradox

>

A Precise DefinitionDIVIDED INTO 5 PARTS

>

Dyslexia

>

1 is a specific learning disability that is neurobiological in origin

>

This means that the disability originates in the brain

1 is a specific learning disability that is neurobiological in origin

>

2 Difficulties associated with Dyslexia typically result from a deficit in the phonological component of language

>

This means a person with dyslexia typically has an impairment in the area of their brain that is responsible for breaking apart and processing the basic structure of words (phonemes)

2 Difficulties associated with Dyslexia typically result from a deficit in the phonological component of language

>

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

This means that people with dyslexia often have diff iculty identifying real words andor doing so in a fl uent (eff ortless) manner

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

They have trouble spelling words and decoding (that is breaking apart pronouncing) the ones they are not familiar with

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

This includes nonsense words ndashwords that are phonetically ldquodecodablerdquo but not part of the lexicon

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

This means that their impairment has no relation to their overall intelligence or their ability to respond well to eff ective classroom instruction

In fact most people with dyslexia have average to above average intelligence

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

The conventional nature of classroom instruction today though does not necessarily imply eff ective instruction for dyslexic students ndash and this is one of the reasons why dyslexia is considered a learning disability

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

5 Secondary consequences of Dyslexia may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge

>

3 Types of Dyslexia

>

Type Example

3 Types of Dyslexia

>

Type Example

Dysnemkinesia

(motor dyslexia)

Difficulty remembering how to do the movements needed for writing

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

Letter reversals Sawwas reeddeer (sequential)

ƧS ЯR Cɔ existE microu NИ (mirror writing)

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

Letter reversals Sawwas reeddeer (sequential)

ƧS ЯR Cɔ existE microu NИ (mirror writing)

Spatial difficulties Leftright directions

Poor sight recognition Trouble building up sight vocabulary Relies on reading and spelling phonetically

3 Types of Dyslexia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

3 Types of Dyslexia

>

Reader without Dysphonesia

>

Brain Comparison

>

Brain without Dysphonesia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically

3 Types of Dyslexia

>

Reader with Dysphonesia

>

Brain with Dysphonesia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory

3 Types of Dyslexia

>

Dysphonesia Example

Dys-phon-esia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words Volcanotornado

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errorsWrites rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo

Cluttered blackboard = disorientation

3 Types of Dyslexia

>

7 Patterns of Dyslexia

>

bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course

deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it

bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls

bull Understanding complex sentences (especially in testing situation)

bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you

need to cancel

Other Difficulties

>

bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood

bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly

bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo

Other Difficulties

>

IEPS

ACCOMMODATIONS

MODIFICATIONS

SPECIALIZED TUTORING amp READING PROGRAMS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

BE AWARE OF THE SIGNS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

GENERAL

LISTENING DIFFICULTIES

MATH DIFFICULTIES

ORGANIZATIONAL SKILLS

PHYSICAL PROBLEMS

PERFORMANCE DURING TESTS AND EXAMINATIONS

Common Traits and Behaviours in Students

with Dyslexia

>

bull Most students will exhibit at least 10 or more traits or behaviours

bull Only qualified diagnostician s may test and diagnose dyslexia

bull Signs of dyslexia manifest themselves differently in different age groups

Common Traits and Behaviours in Students

with Dyslexia

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Appears bright highly intelligent and articulate but unable to read write or spell at grade level

Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo

Has difficulty sustaining attention seems hyper or daydreamerldquo

Arenrsquot behind enough or bad enough to be helped in the school setting

They may have a high IQ but not test well academically tests well orally but not written

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies

bull They may be easily frustrated and emotional about school reading or testing

bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering

bull Seems to Zone out or daydream often gets lost easily or loses track of time

bull Learns best through hands-on experience demonstrations experimentation observation and visual aids

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

When the teacher has hisher back to students

In a noisy room

When the teacher uses unfamiliar words without visual support

Misunderstanding instructions

Misunderstanding long complex sentences

Screening out unimportant information

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

Quick Facts

bull Diff iculty with reading writing and other language based tasks

bull Readingseeing words backwards is a common misconception

>

Here is a small cartoon to begin illustrating the idea

So What is Dyslexia

>

The Dyslexia Paradox

>

The Dyslexia Paradox

>

The Dyslexia Paradox

>

A Precise DefinitionDIVIDED INTO 5 PARTS

>

Dyslexia

>

1 is a specific learning disability that is neurobiological in origin

>

This means that the disability originates in the brain

1 is a specific learning disability that is neurobiological in origin

>

2 Difficulties associated with Dyslexia typically result from a deficit in the phonological component of language

>

This means a person with dyslexia typically has an impairment in the area of their brain that is responsible for breaking apart and processing the basic structure of words (phonemes)

2 Difficulties associated with Dyslexia typically result from a deficit in the phonological component of language

>

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

This means that people with dyslexia often have diff iculty identifying real words andor doing so in a fl uent (eff ortless) manner

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

They have trouble spelling words and decoding (that is breaking apart pronouncing) the ones they are not familiar with

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

This includes nonsense words ndashwords that are phonetically ldquodecodablerdquo but not part of the lexicon

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

This means that their impairment has no relation to their overall intelligence or their ability to respond well to eff ective classroom instruction

In fact most people with dyslexia have average to above average intelligence

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

The conventional nature of classroom instruction today though does not necessarily imply eff ective instruction for dyslexic students ndash and this is one of the reasons why dyslexia is considered a learning disability

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

5 Secondary consequences of Dyslexia may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge

>

3 Types of Dyslexia

>

Type Example

3 Types of Dyslexia

>

Type Example

Dysnemkinesia

(motor dyslexia)

Difficulty remembering how to do the movements needed for writing

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

Letter reversals Sawwas reeddeer (sequential)

ƧS ЯR Cɔ existE microu NИ (mirror writing)

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

Letter reversals Sawwas reeddeer (sequential)

ƧS ЯR Cɔ existE microu NИ (mirror writing)

Spatial difficulties Leftright directions

Poor sight recognition Trouble building up sight vocabulary Relies on reading and spelling phonetically

3 Types of Dyslexia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

3 Types of Dyslexia

>

Reader without Dysphonesia

>

Brain Comparison

>

Brain without Dysphonesia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically

3 Types of Dyslexia

>

Reader with Dysphonesia

>

Brain with Dysphonesia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory

3 Types of Dyslexia

>

Dysphonesia Example

Dys-phon-esia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words Volcanotornado

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errorsWrites rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo

Cluttered blackboard = disorientation

3 Types of Dyslexia

>

7 Patterns of Dyslexia

>

bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course

deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it

bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls

bull Understanding complex sentences (especially in testing situation)

bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you

need to cancel

Other Difficulties

>

bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood

bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly

bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo

Other Difficulties

>

IEPS

ACCOMMODATIONS

MODIFICATIONS

SPECIALIZED TUTORING amp READING PROGRAMS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

BE AWARE OF THE SIGNS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

GENERAL

LISTENING DIFFICULTIES

MATH DIFFICULTIES

ORGANIZATIONAL SKILLS

PHYSICAL PROBLEMS

PERFORMANCE DURING TESTS AND EXAMINATIONS

Common Traits and Behaviours in Students

with Dyslexia

>

bull Most students will exhibit at least 10 or more traits or behaviours

bull Only qualified diagnostician s may test and diagnose dyslexia

bull Signs of dyslexia manifest themselves differently in different age groups

Common Traits and Behaviours in Students

with Dyslexia

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Appears bright highly intelligent and articulate but unable to read write or spell at grade level

Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo

Has difficulty sustaining attention seems hyper or daydreamerldquo

Arenrsquot behind enough or bad enough to be helped in the school setting

They may have a high IQ but not test well academically tests well orally but not written

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies

bull They may be easily frustrated and emotional about school reading or testing

bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering

bull Seems to Zone out or daydream often gets lost easily or loses track of time

bull Learns best through hands-on experience demonstrations experimentation observation and visual aids

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

When the teacher has hisher back to students

In a noisy room

When the teacher uses unfamiliar words without visual support

Misunderstanding instructions

Misunderstanding long complex sentences

Screening out unimportant information

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

Here is a small cartoon to begin illustrating the idea

So What is Dyslexia

>

The Dyslexia Paradox

>

The Dyslexia Paradox

>

The Dyslexia Paradox

>

A Precise DefinitionDIVIDED INTO 5 PARTS

>

Dyslexia

>

1 is a specific learning disability that is neurobiological in origin

>

This means that the disability originates in the brain

1 is a specific learning disability that is neurobiological in origin

>

2 Difficulties associated with Dyslexia typically result from a deficit in the phonological component of language

>

This means a person with dyslexia typically has an impairment in the area of their brain that is responsible for breaking apart and processing the basic structure of words (phonemes)

2 Difficulties associated with Dyslexia typically result from a deficit in the phonological component of language

>

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

This means that people with dyslexia often have diff iculty identifying real words andor doing so in a fl uent (eff ortless) manner

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

They have trouble spelling words and decoding (that is breaking apart pronouncing) the ones they are not familiar with

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

This includes nonsense words ndashwords that are phonetically ldquodecodablerdquo but not part of the lexicon

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

This means that their impairment has no relation to their overall intelligence or their ability to respond well to eff ective classroom instruction

In fact most people with dyslexia have average to above average intelligence

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

The conventional nature of classroom instruction today though does not necessarily imply eff ective instruction for dyslexic students ndash and this is one of the reasons why dyslexia is considered a learning disability

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

5 Secondary consequences of Dyslexia may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge

>

3 Types of Dyslexia

>

Type Example

3 Types of Dyslexia

>

Type Example

Dysnemkinesia

(motor dyslexia)

Difficulty remembering how to do the movements needed for writing

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

Letter reversals Sawwas reeddeer (sequential)

ƧS ЯR Cɔ existE microu NИ (mirror writing)

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

Letter reversals Sawwas reeddeer (sequential)

ƧS ЯR Cɔ existE microu NИ (mirror writing)

Spatial difficulties Leftright directions

Poor sight recognition Trouble building up sight vocabulary Relies on reading and spelling phonetically

3 Types of Dyslexia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

3 Types of Dyslexia

>

Reader without Dysphonesia

>

Brain Comparison

>

Brain without Dysphonesia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically

3 Types of Dyslexia

>

Reader with Dysphonesia

>

Brain with Dysphonesia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory

3 Types of Dyslexia

>

Dysphonesia Example

Dys-phon-esia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words Volcanotornado

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errorsWrites rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo

Cluttered blackboard = disorientation

3 Types of Dyslexia

>

7 Patterns of Dyslexia

>

bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course

deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it

bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls

bull Understanding complex sentences (especially in testing situation)

bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you

need to cancel

Other Difficulties

>

bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood

bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly

bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo

Other Difficulties

>

IEPS

ACCOMMODATIONS

MODIFICATIONS

SPECIALIZED TUTORING amp READING PROGRAMS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

BE AWARE OF THE SIGNS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

GENERAL

LISTENING DIFFICULTIES

MATH DIFFICULTIES

ORGANIZATIONAL SKILLS

PHYSICAL PROBLEMS

PERFORMANCE DURING TESTS AND EXAMINATIONS

Common Traits and Behaviours in Students

with Dyslexia

>

bull Most students will exhibit at least 10 or more traits or behaviours

bull Only qualified diagnostician s may test and diagnose dyslexia

bull Signs of dyslexia manifest themselves differently in different age groups

Common Traits and Behaviours in Students

with Dyslexia

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Appears bright highly intelligent and articulate but unable to read write or spell at grade level

Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo

Has difficulty sustaining attention seems hyper or daydreamerldquo

Arenrsquot behind enough or bad enough to be helped in the school setting

They may have a high IQ but not test well academically tests well orally but not written

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies

bull They may be easily frustrated and emotional about school reading or testing

bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering

bull Seems to Zone out or daydream often gets lost easily or loses track of time

bull Learns best through hands-on experience demonstrations experimentation observation and visual aids

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

When the teacher has hisher back to students

In a noisy room

When the teacher uses unfamiliar words without visual support

Misunderstanding instructions

Misunderstanding long complex sentences

Screening out unimportant information

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

The Dyslexia Paradox

>

The Dyslexia Paradox

>

The Dyslexia Paradox

>

A Precise DefinitionDIVIDED INTO 5 PARTS

>

Dyslexia

>

1 is a specific learning disability that is neurobiological in origin

>

This means that the disability originates in the brain

1 is a specific learning disability that is neurobiological in origin

>

2 Difficulties associated with Dyslexia typically result from a deficit in the phonological component of language

>

This means a person with dyslexia typically has an impairment in the area of their brain that is responsible for breaking apart and processing the basic structure of words (phonemes)

2 Difficulties associated with Dyslexia typically result from a deficit in the phonological component of language

>

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

This means that people with dyslexia often have diff iculty identifying real words andor doing so in a fl uent (eff ortless) manner

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

They have trouble spelling words and decoding (that is breaking apart pronouncing) the ones they are not familiar with

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

This includes nonsense words ndashwords that are phonetically ldquodecodablerdquo but not part of the lexicon

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

This means that their impairment has no relation to their overall intelligence or their ability to respond well to eff ective classroom instruction

In fact most people with dyslexia have average to above average intelligence

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

The conventional nature of classroom instruction today though does not necessarily imply eff ective instruction for dyslexic students ndash and this is one of the reasons why dyslexia is considered a learning disability

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

5 Secondary consequences of Dyslexia may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge

>

3 Types of Dyslexia

>

Type Example

3 Types of Dyslexia

>

Type Example

Dysnemkinesia

(motor dyslexia)

Difficulty remembering how to do the movements needed for writing

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

Letter reversals Sawwas reeddeer (sequential)

ƧS ЯR Cɔ existE microu NИ (mirror writing)

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

Letter reversals Sawwas reeddeer (sequential)

ƧS ЯR Cɔ existE microu NИ (mirror writing)

Spatial difficulties Leftright directions

Poor sight recognition Trouble building up sight vocabulary Relies on reading and spelling phonetically

3 Types of Dyslexia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

3 Types of Dyslexia

>

Reader without Dysphonesia

>

Brain Comparison

>

Brain without Dysphonesia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically

3 Types of Dyslexia

>

Reader with Dysphonesia

>

Brain with Dysphonesia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory

3 Types of Dyslexia

>

Dysphonesia Example

Dys-phon-esia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words Volcanotornado

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errorsWrites rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo

Cluttered blackboard = disorientation

3 Types of Dyslexia

>

7 Patterns of Dyslexia

>

bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course

deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it

bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls

bull Understanding complex sentences (especially in testing situation)

bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you

need to cancel

Other Difficulties

>

bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood

bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly

bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo

Other Difficulties

>

IEPS

ACCOMMODATIONS

MODIFICATIONS

SPECIALIZED TUTORING amp READING PROGRAMS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

BE AWARE OF THE SIGNS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

GENERAL

LISTENING DIFFICULTIES

MATH DIFFICULTIES

ORGANIZATIONAL SKILLS

PHYSICAL PROBLEMS

PERFORMANCE DURING TESTS AND EXAMINATIONS

Common Traits and Behaviours in Students

with Dyslexia

>

bull Most students will exhibit at least 10 or more traits or behaviours

bull Only qualified diagnostician s may test and diagnose dyslexia

bull Signs of dyslexia manifest themselves differently in different age groups

Common Traits and Behaviours in Students

with Dyslexia

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Appears bright highly intelligent and articulate but unable to read write or spell at grade level

Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo

Has difficulty sustaining attention seems hyper or daydreamerldquo

Arenrsquot behind enough or bad enough to be helped in the school setting

They may have a high IQ but not test well academically tests well orally but not written

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies

bull They may be easily frustrated and emotional about school reading or testing

bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering

bull Seems to Zone out or daydream often gets lost easily or loses track of time

bull Learns best through hands-on experience demonstrations experimentation observation and visual aids

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

When the teacher has hisher back to students

In a noisy room

When the teacher uses unfamiliar words without visual support

Misunderstanding instructions

Misunderstanding long complex sentences

Screening out unimportant information

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

The Dyslexia Paradox

>

The Dyslexia Paradox

>

A Precise DefinitionDIVIDED INTO 5 PARTS

>

Dyslexia

>

1 is a specific learning disability that is neurobiological in origin

>

This means that the disability originates in the brain

1 is a specific learning disability that is neurobiological in origin

>

2 Difficulties associated with Dyslexia typically result from a deficit in the phonological component of language

>

This means a person with dyslexia typically has an impairment in the area of their brain that is responsible for breaking apart and processing the basic structure of words (phonemes)

2 Difficulties associated with Dyslexia typically result from a deficit in the phonological component of language

>

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

This means that people with dyslexia often have diff iculty identifying real words andor doing so in a fl uent (eff ortless) manner

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

They have trouble spelling words and decoding (that is breaking apart pronouncing) the ones they are not familiar with

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

This includes nonsense words ndashwords that are phonetically ldquodecodablerdquo but not part of the lexicon

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

This means that their impairment has no relation to their overall intelligence or their ability to respond well to eff ective classroom instruction

In fact most people with dyslexia have average to above average intelligence

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

The conventional nature of classroom instruction today though does not necessarily imply eff ective instruction for dyslexic students ndash and this is one of the reasons why dyslexia is considered a learning disability

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

5 Secondary consequences of Dyslexia may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge

>

3 Types of Dyslexia

>

Type Example

3 Types of Dyslexia

>

Type Example

Dysnemkinesia

(motor dyslexia)

Difficulty remembering how to do the movements needed for writing

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

Letter reversals Sawwas reeddeer (sequential)

ƧS ЯR Cɔ existE microu NИ (mirror writing)

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

Letter reversals Sawwas reeddeer (sequential)

ƧS ЯR Cɔ existE microu NИ (mirror writing)

Spatial difficulties Leftright directions

Poor sight recognition Trouble building up sight vocabulary Relies on reading and spelling phonetically

3 Types of Dyslexia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

3 Types of Dyslexia

>

Reader without Dysphonesia

>

Brain Comparison

>

Brain without Dysphonesia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically

3 Types of Dyslexia

>

Reader with Dysphonesia

>

Brain with Dysphonesia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory

3 Types of Dyslexia

>

Dysphonesia Example

Dys-phon-esia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words Volcanotornado

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errorsWrites rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo

Cluttered blackboard = disorientation

3 Types of Dyslexia

>

7 Patterns of Dyslexia

>

bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course

deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it

bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls

bull Understanding complex sentences (especially in testing situation)

bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you

need to cancel

Other Difficulties

>

bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood

bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly

bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo

Other Difficulties

>

IEPS

ACCOMMODATIONS

MODIFICATIONS

SPECIALIZED TUTORING amp READING PROGRAMS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

BE AWARE OF THE SIGNS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

GENERAL

LISTENING DIFFICULTIES

MATH DIFFICULTIES

ORGANIZATIONAL SKILLS

PHYSICAL PROBLEMS

PERFORMANCE DURING TESTS AND EXAMINATIONS

Common Traits and Behaviours in Students

with Dyslexia

>

bull Most students will exhibit at least 10 or more traits or behaviours

bull Only qualified diagnostician s may test and diagnose dyslexia

bull Signs of dyslexia manifest themselves differently in different age groups

Common Traits and Behaviours in Students

with Dyslexia

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Appears bright highly intelligent and articulate but unable to read write or spell at grade level

Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo

Has difficulty sustaining attention seems hyper or daydreamerldquo

Arenrsquot behind enough or bad enough to be helped in the school setting

They may have a high IQ but not test well academically tests well orally but not written

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies

bull They may be easily frustrated and emotional about school reading or testing

bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering

bull Seems to Zone out or daydream often gets lost easily or loses track of time

bull Learns best through hands-on experience demonstrations experimentation observation and visual aids

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

When the teacher has hisher back to students

In a noisy room

When the teacher uses unfamiliar words without visual support

Misunderstanding instructions

Misunderstanding long complex sentences

Screening out unimportant information

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

The Dyslexia Paradox

>

A Precise DefinitionDIVIDED INTO 5 PARTS

>

Dyslexia

>

1 is a specific learning disability that is neurobiological in origin

>

This means that the disability originates in the brain

1 is a specific learning disability that is neurobiological in origin

>

2 Difficulties associated with Dyslexia typically result from a deficit in the phonological component of language

>

This means a person with dyslexia typically has an impairment in the area of their brain that is responsible for breaking apart and processing the basic structure of words (phonemes)

2 Difficulties associated with Dyslexia typically result from a deficit in the phonological component of language

>

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

This means that people with dyslexia often have diff iculty identifying real words andor doing so in a fl uent (eff ortless) manner

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

They have trouble spelling words and decoding (that is breaking apart pronouncing) the ones they are not familiar with

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

This includes nonsense words ndashwords that are phonetically ldquodecodablerdquo but not part of the lexicon

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

This means that their impairment has no relation to their overall intelligence or their ability to respond well to eff ective classroom instruction

In fact most people with dyslexia have average to above average intelligence

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

The conventional nature of classroom instruction today though does not necessarily imply eff ective instruction for dyslexic students ndash and this is one of the reasons why dyslexia is considered a learning disability

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

5 Secondary consequences of Dyslexia may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge

>

3 Types of Dyslexia

>

Type Example

3 Types of Dyslexia

>

Type Example

Dysnemkinesia

(motor dyslexia)

Difficulty remembering how to do the movements needed for writing

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

Letter reversals Sawwas reeddeer (sequential)

ƧS ЯR Cɔ existE microu NИ (mirror writing)

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

Letter reversals Sawwas reeddeer (sequential)

ƧS ЯR Cɔ existE microu NИ (mirror writing)

Spatial difficulties Leftright directions

Poor sight recognition Trouble building up sight vocabulary Relies on reading and spelling phonetically

3 Types of Dyslexia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

3 Types of Dyslexia

>

Reader without Dysphonesia

>

Brain Comparison

>

Brain without Dysphonesia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically

3 Types of Dyslexia

>

Reader with Dysphonesia

>

Brain with Dysphonesia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory

3 Types of Dyslexia

>

Dysphonesia Example

Dys-phon-esia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words Volcanotornado

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errorsWrites rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo

Cluttered blackboard = disorientation

3 Types of Dyslexia

>

7 Patterns of Dyslexia

>

bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course

deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it

bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls

bull Understanding complex sentences (especially in testing situation)

bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you

need to cancel

Other Difficulties

>

bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood

bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly

bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo

Other Difficulties

>

IEPS

ACCOMMODATIONS

MODIFICATIONS

SPECIALIZED TUTORING amp READING PROGRAMS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

BE AWARE OF THE SIGNS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

GENERAL

LISTENING DIFFICULTIES

MATH DIFFICULTIES

ORGANIZATIONAL SKILLS

PHYSICAL PROBLEMS

PERFORMANCE DURING TESTS AND EXAMINATIONS

Common Traits and Behaviours in Students

with Dyslexia

>

bull Most students will exhibit at least 10 or more traits or behaviours

bull Only qualified diagnostician s may test and diagnose dyslexia

bull Signs of dyslexia manifest themselves differently in different age groups

Common Traits and Behaviours in Students

with Dyslexia

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Appears bright highly intelligent and articulate but unable to read write or spell at grade level

Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo

Has difficulty sustaining attention seems hyper or daydreamerldquo

Arenrsquot behind enough or bad enough to be helped in the school setting

They may have a high IQ but not test well academically tests well orally but not written

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies

bull They may be easily frustrated and emotional about school reading or testing

bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering

bull Seems to Zone out or daydream often gets lost easily or loses track of time

bull Learns best through hands-on experience demonstrations experimentation observation and visual aids

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

When the teacher has hisher back to students

In a noisy room

When the teacher uses unfamiliar words without visual support

Misunderstanding instructions

Misunderstanding long complex sentences

Screening out unimportant information

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

A Precise DefinitionDIVIDED INTO 5 PARTS

>

Dyslexia

>

1 is a specific learning disability that is neurobiological in origin

>

This means that the disability originates in the brain

1 is a specific learning disability that is neurobiological in origin

>

2 Difficulties associated with Dyslexia typically result from a deficit in the phonological component of language

>

This means a person with dyslexia typically has an impairment in the area of their brain that is responsible for breaking apart and processing the basic structure of words (phonemes)

2 Difficulties associated with Dyslexia typically result from a deficit in the phonological component of language

>

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

This means that people with dyslexia often have diff iculty identifying real words andor doing so in a fl uent (eff ortless) manner

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

They have trouble spelling words and decoding (that is breaking apart pronouncing) the ones they are not familiar with

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

This includes nonsense words ndashwords that are phonetically ldquodecodablerdquo but not part of the lexicon

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

This means that their impairment has no relation to their overall intelligence or their ability to respond well to eff ective classroom instruction

In fact most people with dyslexia have average to above average intelligence

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

The conventional nature of classroom instruction today though does not necessarily imply eff ective instruction for dyslexic students ndash and this is one of the reasons why dyslexia is considered a learning disability

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

5 Secondary consequences of Dyslexia may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge

>

3 Types of Dyslexia

>

Type Example

3 Types of Dyslexia

>

Type Example

Dysnemkinesia

(motor dyslexia)

Difficulty remembering how to do the movements needed for writing

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

Letter reversals Sawwas reeddeer (sequential)

ƧS ЯR Cɔ existE microu NИ (mirror writing)

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

Letter reversals Sawwas reeddeer (sequential)

ƧS ЯR Cɔ existE microu NИ (mirror writing)

Spatial difficulties Leftright directions

Poor sight recognition Trouble building up sight vocabulary Relies on reading and spelling phonetically

3 Types of Dyslexia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

3 Types of Dyslexia

>

Reader without Dysphonesia

>

Brain Comparison

>

Brain without Dysphonesia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically

3 Types of Dyslexia

>

Reader with Dysphonesia

>

Brain with Dysphonesia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory

3 Types of Dyslexia

>

Dysphonesia Example

Dys-phon-esia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words Volcanotornado

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errorsWrites rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo

Cluttered blackboard = disorientation

3 Types of Dyslexia

>

7 Patterns of Dyslexia

>

bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course

deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it

bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls

bull Understanding complex sentences (especially in testing situation)

bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you

need to cancel

Other Difficulties

>

bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood

bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly

bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo

Other Difficulties

>

IEPS

ACCOMMODATIONS

MODIFICATIONS

SPECIALIZED TUTORING amp READING PROGRAMS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

BE AWARE OF THE SIGNS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

GENERAL

LISTENING DIFFICULTIES

MATH DIFFICULTIES

ORGANIZATIONAL SKILLS

PHYSICAL PROBLEMS

PERFORMANCE DURING TESTS AND EXAMINATIONS

Common Traits and Behaviours in Students

with Dyslexia

>

bull Most students will exhibit at least 10 or more traits or behaviours

bull Only qualified diagnostician s may test and diagnose dyslexia

bull Signs of dyslexia manifest themselves differently in different age groups

Common Traits and Behaviours in Students

with Dyslexia

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Appears bright highly intelligent and articulate but unable to read write or spell at grade level

Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo

Has difficulty sustaining attention seems hyper or daydreamerldquo

Arenrsquot behind enough or bad enough to be helped in the school setting

They may have a high IQ but not test well academically tests well orally but not written

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies

bull They may be easily frustrated and emotional about school reading or testing

bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering

bull Seems to Zone out or daydream often gets lost easily or loses track of time

bull Learns best through hands-on experience demonstrations experimentation observation and visual aids

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

When the teacher has hisher back to students

In a noisy room

When the teacher uses unfamiliar words without visual support

Misunderstanding instructions

Misunderstanding long complex sentences

Screening out unimportant information

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

Dyslexia

>

1 is a specific learning disability that is neurobiological in origin

>

This means that the disability originates in the brain

1 is a specific learning disability that is neurobiological in origin

>

2 Difficulties associated with Dyslexia typically result from a deficit in the phonological component of language

>

This means a person with dyslexia typically has an impairment in the area of their brain that is responsible for breaking apart and processing the basic structure of words (phonemes)

2 Difficulties associated with Dyslexia typically result from a deficit in the phonological component of language

>

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

This means that people with dyslexia often have diff iculty identifying real words andor doing so in a fl uent (eff ortless) manner

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

They have trouble spelling words and decoding (that is breaking apart pronouncing) the ones they are not familiar with

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

This includes nonsense words ndashwords that are phonetically ldquodecodablerdquo but not part of the lexicon

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

This means that their impairment has no relation to their overall intelligence or their ability to respond well to eff ective classroom instruction

In fact most people with dyslexia have average to above average intelligence

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

The conventional nature of classroom instruction today though does not necessarily imply eff ective instruction for dyslexic students ndash and this is one of the reasons why dyslexia is considered a learning disability

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

5 Secondary consequences of Dyslexia may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge

>

3 Types of Dyslexia

>

Type Example

3 Types of Dyslexia

>

Type Example

Dysnemkinesia

(motor dyslexia)

Difficulty remembering how to do the movements needed for writing

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

Letter reversals Sawwas reeddeer (sequential)

ƧS ЯR Cɔ existE microu NИ (mirror writing)

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

Letter reversals Sawwas reeddeer (sequential)

ƧS ЯR Cɔ existE microu NИ (mirror writing)

Spatial difficulties Leftright directions

Poor sight recognition Trouble building up sight vocabulary Relies on reading and spelling phonetically

3 Types of Dyslexia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

3 Types of Dyslexia

>

Reader without Dysphonesia

>

Brain Comparison

>

Brain without Dysphonesia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically

3 Types of Dyslexia

>

Reader with Dysphonesia

>

Brain with Dysphonesia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory

3 Types of Dyslexia

>

Dysphonesia Example

Dys-phon-esia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words Volcanotornado

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errorsWrites rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo

Cluttered blackboard = disorientation

3 Types of Dyslexia

>

7 Patterns of Dyslexia

>

bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course

deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it

bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls

bull Understanding complex sentences (especially in testing situation)

bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you

need to cancel

Other Difficulties

>

bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood

bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly

bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo

Other Difficulties

>

IEPS

ACCOMMODATIONS

MODIFICATIONS

SPECIALIZED TUTORING amp READING PROGRAMS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

BE AWARE OF THE SIGNS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

GENERAL

LISTENING DIFFICULTIES

MATH DIFFICULTIES

ORGANIZATIONAL SKILLS

PHYSICAL PROBLEMS

PERFORMANCE DURING TESTS AND EXAMINATIONS

Common Traits and Behaviours in Students

with Dyslexia

>

bull Most students will exhibit at least 10 or more traits or behaviours

bull Only qualified diagnostician s may test and diagnose dyslexia

bull Signs of dyslexia manifest themselves differently in different age groups

Common Traits and Behaviours in Students

with Dyslexia

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Appears bright highly intelligent and articulate but unable to read write or spell at grade level

Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo

Has difficulty sustaining attention seems hyper or daydreamerldquo

Arenrsquot behind enough or bad enough to be helped in the school setting

They may have a high IQ but not test well academically tests well orally but not written

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies

bull They may be easily frustrated and emotional about school reading or testing

bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering

bull Seems to Zone out or daydream often gets lost easily or loses track of time

bull Learns best through hands-on experience demonstrations experimentation observation and visual aids

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

When the teacher has hisher back to students

In a noisy room

When the teacher uses unfamiliar words without visual support

Misunderstanding instructions

Misunderstanding long complex sentences

Screening out unimportant information

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

1 is a specific learning disability that is neurobiological in origin

>

This means that the disability originates in the brain

1 is a specific learning disability that is neurobiological in origin

>

2 Difficulties associated with Dyslexia typically result from a deficit in the phonological component of language

>

This means a person with dyslexia typically has an impairment in the area of their brain that is responsible for breaking apart and processing the basic structure of words (phonemes)

2 Difficulties associated with Dyslexia typically result from a deficit in the phonological component of language

>

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

This means that people with dyslexia often have diff iculty identifying real words andor doing so in a fl uent (eff ortless) manner

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

They have trouble spelling words and decoding (that is breaking apart pronouncing) the ones they are not familiar with

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

This includes nonsense words ndashwords that are phonetically ldquodecodablerdquo but not part of the lexicon

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

This means that their impairment has no relation to their overall intelligence or their ability to respond well to eff ective classroom instruction

In fact most people with dyslexia have average to above average intelligence

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

The conventional nature of classroom instruction today though does not necessarily imply eff ective instruction for dyslexic students ndash and this is one of the reasons why dyslexia is considered a learning disability

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

5 Secondary consequences of Dyslexia may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge

>

3 Types of Dyslexia

>

Type Example

3 Types of Dyslexia

>

Type Example

Dysnemkinesia

(motor dyslexia)

Difficulty remembering how to do the movements needed for writing

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

Letter reversals Sawwas reeddeer (sequential)

ƧS ЯR Cɔ existE microu NИ (mirror writing)

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

Letter reversals Sawwas reeddeer (sequential)

ƧS ЯR Cɔ existE microu NИ (mirror writing)

Spatial difficulties Leftright directions

Poor sight recognition Trouble building up sight vocabulary Relies on reading and spelling phonetically

3 Types of Dyslexia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

3 Types of Dyslexia

>

Reader without Dysphonesia

>

Brain Comparison

>

Brain without Dysphonesia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically

3 Types of Dyslexia

>

Reader with Dysphonesia

>

Brain with Dysphonesia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory

3 Types of Dyslexia

>

Dysphonesia Example

Dys-phon-esia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words Volcanotornado

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errorsWrites rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo

Cluttered blackboard = disorientation

3 Types of Dyslexia

>

7 Patterns of Dyslexia

>

bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course

deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it

bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls

bull Understanding complex sentences (especially in testing situation)

bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you

need to cancel

Other Difficulties

>

bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood

bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly

bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo

Other Difficulties

>

IEPS

ACCOMMODATIONS

MODIFICATIONS

SPECIALIZED TUTORING amp READING PROGRAMS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

BE AWARE OF THE SIGNS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

GENERAL

LISTENING DIFFICULTIES

MATH DIFFICULTIES

ORGANIZATIONAL SKILLS

PHYSICAL PROBLEMS

PERFORMANCE DURING TESTS AND EXAMINATIONS

Common Traits and Behaviours in Students

with Dyslexia

>

bull Most students will exhibit at least 10 or more traits or behaviours

bull Only qualified diagnostician s may test and diagnose dyslexia

bull Signs of dyslexia manifest themselves differently in different age groups

Common Traits and Behaviours in Students

with Dyslexia

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Appears bright highly intelligent and articulate but unable to read write or spell at grade level

Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo

Has difficulty sustaining attention seems hyper or daydreamerldquo

Arenrsquot behind enough or bad enough to be helped in the school setting

They may have a high IQ but not test well academically tests well orally but not written

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies

bull They may be easily frustrated and emotional about school reading or testing

bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering

bull Seems to Zone out or daydream often gets lost easily or loses track of time

bull Learns best through hands-on experience demonstrations experimentation observation and visual aids

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

When the teacher has hisher back to students

In a noisy room

When the teacher uses unfamiliar words without visual support

Misunderstanding instructions

Misunderstanding long complex sentences

Screening out unimportant information

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

This means that the disability originates in the brain

1 is a specific learning disability that is neurobiological in origin

>

2 Difficulties associated with Dyslexia typically result from a deficit in the phonological component of language

>

This means a person with dyslexia typically has an impairment in the area of their brain that is responsible for breaking apart and processing the basic structure of words (phonemes)

2 Difficulties associated with Dyslexia typically result from a deficit in the phonological component of language

>

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

This means that people with dyslexia often have diff iculty identifying real words andor doing so in a fl uent (eff ortless) manner

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

They have trouble spelling words and decoding (that is breaking apart pronouncing) the ones they are not familiar with

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

This includes nonsense words ndashwords that are phonetically ldquodecodablerdquo but not part of the lexicon

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

This means that their impairment has no relation to their overall intelligence or their ability to respond well to eff ective classroom instruction

In fact most people with dyslexia have average to above average intelligence

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

The conventional nature of classroom instruction today though does not necessarily imply eff ective instruction for dyslexic students ndash and this is one of the reasons why dyslexia is considered a learning disability

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

5 Secondary consequences of Dyslexia may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge

>

3 Types of Dyslexia

>

Type Example

3 Types of Dyslexia

>

Type Example

Dysnemkinesia

(motor dyslexia)

Difficulty remembering how to do the movements needed for writing

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

Letter reversals Sawwas reeddeer (sequential)

ƧS ЯR Cɔ existE microu NИ (mirror writing)

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

Letter reversals Sawwas reeddeer (sequential)

ƧS ЯR Cɔ existE microu NИ (mirror writing)

Spatial difficulties Leftright directions

Poor sight recognition Trouble building up sight vocabulary Relies on reading and spelling phonetically

3 Types of Dyslexia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

3 Types of Dyslexia

>

Reader without Dysphonesia

>

Brain Comparison

>

Brain without Dysphonesia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically

3 Types of Dyslexia

>

Reader with Dysphonesia

>

Brain with Dysphonesia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory

3 Types of Dyslexia

>

Dysphonesia Example

Dys-phon-esia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words Volcanotornado

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errorsWrites rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo

Cluttered blackboard = disorientation

3 Types of Dyslexia

>

7 Patterns of Dyslexia

>

bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course

deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it

bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls

bull Understanding complex sentences (especially in testing situation)

bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you

need to cancel

Other Difficulties

>

bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood

bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly

bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo

Other Difficulties

>

IEPS

ACCOMMODATIONS

MODIFICATIONS

SPECIALIZED TUTORING amp READING PROGRAMS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

BE AWARE OF THE SIGNS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

GENERAL

LISTENING DIFFICULTIES

MATH DIFFICULTIES

ORGANIZATIONAL SKILLS

PHYSICAL PROBLEMS

PERFORMANCE DURING TESTS AND EXAMINATIONS

Common Traits and Behaviours in Students

with Dyslexia

>

bull Most students will exhibit at least 10 or more traits or behaviours

bull Only qualified diagnostician s may test and diagnose dyslexia

bull Signs of dyslexia manifest themselves differently in different age groups

Common Traits and Behaviours in Students

with Dyslexia

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Appears bright highly intelligent and articulate but unable to read write or spell at grade level

Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo

Has difficulty sustaining attention seems hyper or daydreamerldquo

Arenrsquot behind enough or bad enough to be helped in the school setting

They may have a high IQ but not test well academically tests well orally but not written

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies

bull They may be easily frustrated and emotional about school reading or testing

bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering

bull Seems to Zone out or daydream often gets lost easily or loses track of time

bull Learns best through hands-on experience demonstrations experimentation observation and visual aids

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

When the teacher has hisher back to students

In a noisy room

When the teacher uses unfamiliar words without visual support

Misunderstanding instructions

Misunderstanding long complex sentences

Screening out unimportant information

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

2 Difficulties associated with Dyslexia typically result from a deficit in the phonological component of language

>

This means a person with dyslexia typically has an impairment in the area of their brain that is responsible for breaking apart and processing the basic structure of words (phonemes)

2 Difficulties associated with Dyslexia typically result from a deficit in the phonological component of language

>

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

This means that people with dyslexia often have diff iculty identifying real words andor doing so in a fl uent (eff ortless) manner

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

They have trouble spelling words and decoding (that is breaking apart pronouncing) the ones they are not familiar with

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

This includes nonsense words ndashwords that are phonetically ldquodecodablerdquo but not part of the lexicon

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

This means that their impairment has no relation to their overall intelligence or their ability to respond well to eff ective classroom instruction

In fact most people with dyslexia have average to above average intelligence

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

The conventional nature of classroom instruction today though does not necessarily imply eff ective instruction for dyslexic students ndash and this is one of the reasons why dyslexia is considered a learning disability

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

5 Secondary consequences of Dyslexia may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge

>

3 Types of Dyslexia

>

Type Example

3 Types of Dyslexia

>

Type Example

Dysnemkinesia

(motor dyslexia)

Difficulty remembering how to do the movements needed for writing

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

Letter reversals Sawwas reeddeer (sequential)

ƧS ЯR Cɔ existE microu NИ (mirror writing)

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

Letter reversals Sawwas reeddeer (sequential)

ƧS ЯR Cɔ existE microu NИ (mirror writing)

Spatial difficulties Leftright directions

Poor sight recognition Trouble building up sight vocabulary Relies on reading and spelling phonetically

3 Types of Dyslexia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

3 Types of Dyslexia

>

Reader without Dysphonesia

>

Brain Comparison

>

Brain without Dysphonesia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically

3 Types of Dyslexia

>

Reader with Dysphonesia

>

Brain with Dysphonesia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory

3 Types of Dyslexia

>

Dysphonesia Example

Dys-phon-esia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words Volcanotornado

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errorsWrites rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo

Cluttered blackboard = disorientation

3 Types of Dyslexia

>

7 Patterns of Dyslexia

>

bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course

deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it

bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls

bull Understanding complex sentences (especially in testing situation)

bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you

need to cancel

Other Difficulties

>

bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood

bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly

bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo

Other Difficulties

>

IEPS

ACCOMMODATIONS

MODIFICATIONS

SPECIALIZED TUTORING amp READING PROGRAMS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

BE AWARE OF THE SIGNS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

GENERAL

LISTENING DIFFICULTIES

MATH DIFFICULTIES

ORGANIZATIONAL SKILLS

PHYSICAL PROBLEMS

PERFORMANCE DURING TESTS AND EXAMINATIONS

Common Traits and Behaviours in Students

with Dyslexia

>

bull Most students will exhibit at least 10 or more traits or behaviours

bull Only qualified diagnostician s may test and diagnose dyslexia

bull Signs of dyslexia manifest themselves differently in different age groups

Common Traits and Behaviours in Students

with Dyslexia

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Appears bright highly intelligent and articulate but unable to read write or spell at grade level

Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo

Has difficulty sustaining attention seems hyper or daydreamerldquo

Arenrsquot behind enough or bad enough to be helped in the school setting

They may have a high IQ but not test well academically tests well orally but not written

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies

bull They may be easily frustrated and emotional about school reading or testing

bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering

bull Seems to Zone out or daydream often gets lost easily or loses track of time

bull Learns best through hands-on experience demonstrations experimentation observation and visual aids

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

When the teacher has hisher back to students

In a noisy room

When the teacher uses unfamiliar words without visual support

Misunderstanding instructions

Misunderstanding long complex sentences

Screening out unimportant information

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

This means a person with dyslexia typically has an impairment in the area of their brain that is responsible for breaking apart and processing the basic structure of words (phonemes)

2 Difficulties associated with Dyslexia typically result from a deficit in the phonological component of language

>

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

This means that people with dyslexia often have diff iculty identifying real words andor doing so in a fl uent (eff ortless) manner

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

They have trouble spelling words and decoding (that is breaking apart pronouncing) the ones they are not familiar with

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

This includes nonsense words ndashwords that are phonetically ldquodecodablerdquo but not part of the lexicon

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

This means that their impairment has no relation to their overall intelligence or their ability to respond well to eff ective classroom instruction

In fact most people with dyslexia have average to above average intelligence

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

The conventional nature of classroom instruction today though does not necessarily imply eff ective instruction for dyslexic students ndash and this is one of the reasons why dyslexia is considered a learning disability

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

5 Secondary consequences of Dyslexia may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge

>

3 Types of Dyslexia

>

Type Example

3 Types of Dyslexia

>

Type Example

Dysnemkinesia

(motor dyslexia)

Difficulty remembering how to do the movements needed for writing

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

Letter reversals Sawwas reeddeer (sequential)

ƧS ЯR Cɔ existE microu NИ (mirror writing)

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

Letter reversals Sawwas reeddeer (sequential)

ƧS ЯR Cɔ existE microu NИ (mirror writing)

Spatial difficulties Leftright directions

Poor sight recognition Trouble building up sight vocabulary Relies on reading and spelling phonetically

3 Types of Dyslexia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

3 Types of Dyslexia

>

Reader without Dysphonesia

>

Brain Comparison

>

Brain without Dysphonesia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically

3 Types of Dyslexia

>

Reader with Dysphonesia

>

Brain with Dysphonesia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory

3 Types of Dyslexia

>

Dysphonesia Example

Dys-phon-esia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words Volcanotornado

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errorsWrites rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo

Cluttered blackboard = disorientation

3 Types of Dyslexia

>

7 Patterns of Dyslexia

>

bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course

deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it

bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls

bull Understanding complex sentences (especially in testing situation)

bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you

need to cancel

Other Difficulties

>

bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood

bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly

bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo

Other Difficulties

>

IEPS

ACCOMMODATIONS

MODIFICATIONS

SPECIALIZED TUTORING amp READING PROGRAMS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

BE AWARE OF THE SIGNS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

GENERAL

LISTENING DIFFICULTIES

MATH DIFFICULTIES

ORGANIZATIONAL SKILLS

PHYSICAL PROBLEMS

PERFORMANCE DURING TESTS AND EXAMINATIONS

Common Traits and Behaviours in Students

with Dyslexia

>

bull Most students will exhibit at least 10 or more traits or behaviours

bull Only qualified diagnostician s may test and diagnose dyslexia

bull Signs of dyslexia manifest themselves differently in different age groups

Common Traits and Behaviours in Students

with Dyslexia

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Appears bright highly intelligent and articulate but unable to read write or spell at grade level

Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo

Has difficulty sustaining attention seems hyper or daydreamerldquo

Arenrsquot behind enough or bad enough to be helped in the school setting

They may have a high IQ but not test well academically tests well orally but not written

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies

bull They may be easily frustrated and emotional about school reading or testing

bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering

bull Seems to Zone out or daydream often gets lost easily or loses track of time

bull Learns best through hands-on experience demonstrations experimentation observation and visual aids

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

When the teacher has hisher back to students

In a noisy room

When the teacher uses unfamiliar words without visual support

Misunderstanding instructions

Misunderstanding long complex sentences

Screening out unimportant information

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

This means that people with dyslexia often have diff iculty identifying real words andor doing so in a fl uent (eff ortless) manner

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

They have trouble spelling words and decoding (that is breaking apart pronouncing) the ones they are not familiar with

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

This includes nonsense words ndashwords that are phonetically ldquodecodablerdquo but not part of the lexicon

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

This means that their impairment has no relation to their overall intelligence or their ability to respond well to eff ective classroom instruction

In fact most people with dyslexia have average to above average intelligence

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

The conventional nature of classroom instruction today though does not necessarily imply eff ective instruction for dyslexic students ndash and this is one of the reasons why dyslexia is considered a learning disability

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

5 Secondary consequences of Dyslexia may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge

>

3 Types of Dyslexia

>

Type Example

3 Types of Dyslexia

>

Type Example

Dysnemkinesia

(motor dyslexia)

Difficulty remembering how to do the movements needed for writing

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

Letter reversals Sawwas reeddeer (sequential)

ƧS ЯR Cɔ existE microu NИ (mirror writing)

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

Letter reversals Sawwas reeddeer (sequential)

ƧS ЯR Cɔ existE microu NИ (mirror writing)

Spatial difficulties Leftright directions

Poor sight recognition Trouble building up sight vocabulary Relies on reading and spelling phonetically

3 Types of Dyslexia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

3 Types of Dyslexia

>

Reader without Dysphonesia

>

Brain Comparison

>

Brain without Dysphonesia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically

3 Types of Dyslexia

>

Reader with Dysphonesia

>

Brain with Dysphonesia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory

3 Types of Dyslexia

>

Dysphonesia Example

Dys-phon-esia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words Volcanotornado

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errorsWrites rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo

Cluttered blackboard = disorientation

3 Types of Dyslexia

>

7 Patterns of Dyslexia

>

bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course

deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it

bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls

bull Understanding complex sentences (especially in testing situation)

bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you

need to cancel

Other Difficulties

>

bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood

bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly

bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo

Other Difficulties

>

IEPS

ACCOMMODATIONS

MODIFICATIONS

SPECIALIZED TUTORING amp READING PROGRAMS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

BE AWARE OF THE SIGNS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

GENERAL

LISTENING DIFFICULTIES

MATH DIFFICULTIES

ORGANIZATIONAL SKILLS

PHYSICAL PROBLEMS

PERFORMANCE DURING TESTS AND EXAMINATIONS

Common Traits and Behaviours in Students

with Dyslexia

>

bull Most students will exhibit at least 10 or more traits or behaviours

bull Only qualified diagnostician s may test and diagnose dyslexia

bull Signs of dyslexia manifest themselves differently in different age groups

Common Traits and Behaviours in Students

with Dyslexia

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Appears bright highly intelligent and articulate but unable to read write or spell at grade level

Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo

Has difficulty sustaining attention seems hyper or daydreamerldquo

Arenrsquot behind enough or bad enough to be helped in the school setting

They may have a high IQ but not test well academically tests well orally but not written

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies

bull They may be easily frustrated and emotional about school reading or testing

bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering

bull Seems to Zone out or daydream often gets lost easily or loses track of time

bull Learns best through hands-on experience demonstrations experimentation observation and visual aids

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

When the teacher has hisher back to students

In a noisy room

When the teacher uses unfamiliar words without visual support

Misunderstanding instructions

Misunderstanding long complex sentences

Screening out unimportant information

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

This means that people with dyslexia often have diff iculty identifying real words andor doing so in a fl uent (eff ortless) manner

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

They have trouble spelling words and decoding (that is breaking apart pronouncing) the ones they are not familiar with

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

This includes nonsense words ndashwords that are phonetically ldquodecodablerdquo but not part of the lexicon

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

This means that their impairment has no relation to their overall intelligence or their ability to respond well to eff ective classroom instruction

In fact most people with dyslexia have average to above average intelligence

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

The conventional nature of classroom instruction today though does not necessarily imply eff ective instruction for dyslexic students ndash and this is one of the reasons why dyslexia is considered a learning disability

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

5 Secondary consequences of Dyslexia may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge

>

3 Types of Dyslexia

>

Type Example

3 Types of Dyslexia

>

Type Example

Dysnemkinesia

(motor dyslexia)

Difficulty remembering how to do the movements needed for writing

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

Letter reversals Sawwas reeddeer (sequential)

ƧS ЯR Cɔ existE microu NИ (mirror writing)

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

Letter reversals Sawwas reeddeer (sequential)

ƧS ЯR Cɔ existE microu NИ (mirror writing)

Spatial difficulties Leftright directions

Poor sight recognition Trouble building up sight vocabulary Relies on reading and spelling phonetically

3 Types of Dyslexia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

3 Types of Dyslexia

>

Reader without Dysphonesia

>

Brain Comparison

>

Brain without Dysphonesia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically

3 Types of Dyslexia

>

Reader with Dysphonesia

>

Brain with Dysphonesia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory

3 Types of Dyslexia

>

Dysphonesia Example

Dys-phon-esia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words Volcanotornado

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errorsWrites rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo

Cluttered blackboard = disorientation

3 Types of Dyslexia

>

7 Patterns of Dyslexia

>

bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course

deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it

bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls

bull Understanding complex sentences (especially in testing situation)

bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you

need to cancel

Other Difficulties

>

bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood

bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly

bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo

Other Difficulties

>

IEPS

ACCOMMODATIONS

MODIFICATIONS

SPECIALIZED TUTORING amp READING PROGRAMS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

BE AWARE OF THE SIGNS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

GENERAL

LISTENING DIFFICULTIES

MATH DIFFICULTIES

ORGANIZATIONAL SKILLS

PHYSICAL PROBLEMS

PERFORMANCE DURING TESTS AND EXAMINATIONS

Common Traits and Behaviours in Students

with Dyslexia

>

bull Most students will exhibit at least 10 or more traits or behaviours

bull Only qualified diagnostician s may test and diagnose dyslexia

bull Signs of dyslexia manifest themselves differently in different age groups

Common Traits and Behaviours in Students

with Dyslexia

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Appears bright highly intelligent and articulate but unable to read write or spell at grade level

Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo

Has difficulty sustaining attention seems hyper or daydreamerldquo

Arenrsquot behind enough or bad enough to be helped in the school setting

They may have a high IQ but not test well academically tests well orally but not written

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies

bull They may be easily frustrated and emotional about school reading or testing

bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering

bull Seems to Zone out or daydream often gets lost easily or loses track of time

bull Learns best through hands-on experience demonstrations experimentation observation and visual aids

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

When the teacher has hisher back to students

In a noisy room

When the teacher uses unfamiliar words without visual support

Misunderstanding instructions

Misunderstanding long complex sentences

Screening out unimportant information

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

They have trouble spelling words and decoding (that is breaking apart pronouncing) the ones they are not familiar with

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

This includes nonsense words ndashwords that are phonetically ldquodecodablerdquo but not part of the lexicon

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

This means that their impairment has no relation to their overall intelligence or their ability to respond well to eff ective classroom instruction

In fact most people with dyslexia have average to above average intelligence

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

The conventional nature of classroom instruction today though does not necessarily imply eff ective instruction for dyslexic students ndash and this is one of the reasons why dyslexia is considered a learning disability

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

5 Secondary consequences of Dyslexia may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge

>

3 Types of Dyslexia

>

Type Example

3 Types of Dyslexia

>

Type Example

Dysnemkinesia

(motor dyslexia)

Difficulty remembering how to do the movements needed for writing

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

Letter reversals Sawwas reeddeer (sequential)

ƧS ЯR Cɔ existE microu NИ (mirror writing)

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

Letter reversals Sawwas reeddeer (sequential)

ƧS ЯR Cɔ existE microu NИ (mirror writing)

Spatial difficulties Leftright directions

Poor sight recognition Trouble building up sight vocabulary Relies on reading and spelling phonetically

3 Types of Dyslexia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

3 Types of Dyslexia

>

Reader without Dysphonesia

>

Brain Comparison

>

Brain without Dysphonesia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically

3 Types of Dyslexia

>

Reader with Dysphonesia

>

Brain with Dysphonesia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory

3 Types of Dyslexia

>

Dysphonesia Example

Dys-phon-esia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words Volcanotornado

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errorsWrites rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo

Cluttered blackboard = disorientation

3 Types of Dyslexia

>

7 Patterns of Dyslexia

>

bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course

deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it

bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls

bull Understanding complex sentences (especially in testing situation)

bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you

need to cancel

Other Difficulties

>

bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood

bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly

bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo

Other Difficulties

>

IEPS

ACCOMMODATIONS

MODIFICATIONS

SPECIALIZED TUTORING amp READING PROGRAMS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

BE AWARE OF THE SIGNS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

GENERAL

LISTENING DIFFICULTIES

MATH DIFFICULTIES

ORGANIZATIONAL SKILLS

PHYSICAL PROBLEMS

PERFORMANCE DURING TESTS AND EXAMINATIONS

Common Traits and Behaviours in Students

with Dyslexia

>

bull Most students will exhibit at least 10 or more traits or behaviours

bull Only qualified diagnostician s may test and diagnose dyslexia

bull Signs of dyslexia manifest themselves differently in different age groups

Common Traits and Behaviours in Students

with Dyslexia

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Appears bright highly intelligent and articulate but unable to read write or spell at grade level

Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo

Has difficulty sustaining attention seems hyper or daydreamerldquo

Arenrsquot behind enough or bad enough to be helped in the school setting

They may have a high IQ but not test well academically tests well orally but not written

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies

bull They may be easily frustrated and emotional about school reading or testing

bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering

bull Seems to Zone out or daydream often gets lost easily or loses track of time

bull Learns best through hands-on experience demonstrations experimentation observation and visual aids

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

When the teacher has hisher back to students

In a noisy room

When the teacher uses unfamiliar words without visual support

Misunderstanding instructions

Misunderstanding long complex sentences

Screening out unimportant information

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

This includes nonsense words ndashwords that are phonetically ldquodecodablerdquo but not part of the lexicon

3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities

>

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

This means that their impairment has no relation to their overall intelligence or their ability to respond well to eff ective classroom instruction

In fact most people with dyslexia have average to above average intelligence

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

The conventional nature of classroom instruction today though does not necessarily imply eff ective instruction for dyslexic students ndash and this is one of the reasons why dyslexia is considered a learning disability

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

5 Secondary consequences of Dyslexia may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge

>

3 Types of Dyslexia

>

Type Example

3 Types of Dyslexia

>

Type Example

Dysnemkinesia

(motor dyslexia)

Difficulty remembering how to do the movements needed for writing

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

Letter reversals Sawwas reeddeer (sequential)

ƧS ЯR Cɔ existE microu NИ (mirror writing)

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

Letter reversals Sawwas reeddeer (sequential)

ƧS ЯR Cɔ existE microu NИ (mirror writing)

Spatial difficulties Leftright directions

Poor sight recognition Trouble building up sight vocabulary Relies on reading and spelling phonetically

3 Types of Dyslexia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

3 Types of Dyslexia

>

Reader without Dysphonesia

>

Brain Comparison

>

Brain without Dysphonesia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically

3 Types of Dyslexia

>

Reader with Dysphonesia

>

Brain with Dysphonesia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory

3 Types of Dyslexia

>

Dysphonesia Example

Dys-phon-esia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words Volcanotornado

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errorsWrites rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo

Cluttered blackboard = disorientation

3 Types of Dyslexia

>

7 Patterns of Dyslexia

>

bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course

deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it

bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls

bull Understanding complex sentences (especially in testing situation)

bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you

need to cancel

Other Difficulties

>

bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood

bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly

bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo

Other Difficulties

>

IEPS

ACCOMMODATIONS

MODIFICATIONS

SPECIALIZED TUTORING amp READING PROGRAMS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

BE AWARE OF THE SIGNS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

GENERAL

LISTENING DIFFICULTIES

MATH DIFFICULTIES

ORGANIZATIONAL SKILLS

PHYSICAL PROBLEMS

PERFORMANCE DURING TESTS AND EXAMINATIONS

Common Traits and Behaviours in Students

with Dyslexia

>

bull Most students will exhibit at least 10 or more traits or behaviours

bull Only qualified diagnostician s may test and diagnose dyslexia

bull Signs of dyslexia manifest themselves differently in different age groups

Common Traits and Behaviours in Students

with Dyslexia

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Appears bright highly intelligent and articulate but unable to read write or spell at grade level

Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo

Has difficulty sustaining attention seems hyper or daydreamerldquo

Arenrsquot behind enough or bad enough to be helped in the school setting

They may have a high IQ but not test well academically tests well orally but not written

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies

bull They may be easily frustrated and emotional about school reading or testing

bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering

bull Seems to Zone out or daydream often gets lost easily or loses track of time

bull Learns best through hands-on experience demonstrations experimentation observation and visual aids

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

When the teacher has hisher back to students

In a noisy room

When the teacher uses unfamiliar words without visual support

Misunderstanding instructions

Misunderstanding long complex sentences

Screening out unimportant information

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

This means that their impairment has no relation to their overall intelligence or their ability to respond well to eff ective classroom instruction

In fact most people with dyslexia have average to above average intelligence

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

The conventional nature of classroom instruction today though does not necessarily imply eff ective instruction for dyslexic students ndash and this is one of the reasons why dyslexia is considered a learning disability

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

5 Secondary consequences of Dyslexia may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge

>

3 Types of Dyslexia

>

Type Example

3 Types of Dyslexia

>

Type Example

Dysnemkinesia

(motor dyslexia)

Difficulty remembering how to do the movements needed for writing

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

Letter reversals Sawwas reeddeer (sequential)

ƧS ЯR Cɔ existE microu NИ (mirror writing)

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

Letter reversals Sawwas reeddeer (sequential)

ƧS ЯR Cɔ existE microu NИ (mirror writing)

Spatial difficulties Leftright directions

Poor sight recognition Trouble building up sight vocabulary Relies on reading and spelling phonetically

3 Types of Dyslexia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

3 Types of Dyslexia

>

Reader without Dysphonesia

>

Brain Comparison

>

Brain without Dysphonesia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically

3 Types of Dyslexia

>

Reader with Dysphonesia

>

Brain with Dysphonesia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory

3 Types of Dyslexia

>

Dysphonesia Example

Dys-phon-esia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words Volcanotornado

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errorsWrites rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo

Cluttered blackboard = disorientation

3 Types of Dyslexia

>

7 Patterns of Dyslexia

>

bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course

deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it

bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls

bull Understanding complex sentences (especially in testing situation)

bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you

need to cancel

Other Difficulties

>

bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood

bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly

bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo

Other Difficulties

>

IEPS

ACCOMMODATIONS

MODIFICATIONS

SPECIALIZED TUTORING amp READING PROGRAMS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

BE AWARE OF THE SIGNS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

GENERAL

LISTENING DIFFICULTIES

MATH DIFFICULTIES

ORGANIZATIONAL SKILLS

PHYSICAL PROBLEMS

PERFORMANCE DURING TESTS AND EXAMINATIONS

Common Traits and Behaviours in Students

with Dyslexia

>

bull Most students will exhibit at least 10 or more traits or behaviours

bull Only qualified diagnostician s may test and diagnose dyslexia

bull Signs of dyslexia manifest themselves differently in different age groups

Common Traits and Behaviours in Students

with Dyslexia

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Appears bright highly intelligent and articulate but unable to read write or spell at grade level

Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo

Has difficulty sustaining attention seems hyper or daydreamerldquo

Arenrsquot behind enough or bad enough to be helped in the school setting

They may have a high IQ but not test well academically tests well orally but not written

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies

bull They may be easily frustrated and emotional about school reading or testing

bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering

bull Seems to Zone out or daydream often gets lost easily or loses track of time

bull Learns best through hands-on experience demonstrations experimentation observation and visual aids

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

When the teacher has hisher back to students

In a noisy room

When the teacher uses unfamiliar words without visual support

Misunderstanding instructions

Misunderstanding long complex sentences

Screening out unimportant information

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

This means that their impairment has no relation to their overall intelligence or their ability to respond well to eff ective classroom instruction

In fact most people with dyslexia have average to above average intelligence

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

The conventional nature of classroom instruction today though does not necessarily imply eff ective instruction for dyslexic students ndash and this is one of the reasons why dyslexia is considered a learning disability

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

5 Secondary consequences of Dyslexia may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge

>

3 Types of Dyslexia

>

Type Example

3 Types of Dyslexia

>

Type Example

Dysnemkinesia

(motor dyslexia)

Difficulty remembering how to do the movements needed for writing

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

Letter reversals Sawwas reeddeer (sequential)

ƧS ЯR Cɔ existE microu NИ (mirror writing)

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

Letter reversals Sawwas reeddeer (sequential)

ƧS ЯR Cɔ existE microu NИ (mirror writing)

Spatial difficulties Leftright directions

Poor sight recognition Trouble building up sight vocabulary Relies on reading and spelling phonetically

3 Types of Dyslexia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

3 Types of Dyslexia

>

Reader without Dysphonesia

>

Brain Comparison

>

Brain without Dysphonesia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically

3 Types of Dyslexia

>

Reader with Dysphonesia

>

Brain with Dysphonesia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory

3 Types of Dyslexia

>

Dysphonesia Example

Dys-phon-esia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words Volcanotornado

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errorsWrites rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo

Cluttered blackboard = disorientation

3 Types of Dyslexia

>

7 Patterns of Dyslexia

>

bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course

deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it

bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls

bull Understanding complex sentences (especially in testing situation)

bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you

need to cancel

Other Difficulties

>

bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood

bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly

bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo

Other Difficulties

>

IEPS

ACCOMMODATIONS

MODIFICATIONS

SPECIALIZED TUTORING amp READING PROGRAMS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

BE AWARE OF THE SIGNS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

GENERAL

LISTENING DIFFICULTIES

MATH DIFFICULTIES

ORGANIZATIONAL SKILLS

PHYSICAL PROBLEMS

PERFORMANCE DURING TESTS AND EXAMINATIONS

Common Traits and Behaviours in Students

with Dyslexia

>

bull Most students will exhibit at least 10 or more traits or behaviours

bull Only qualified diagnostician s may test and diagnose dyslexia

bull Signs of dyslexia manifest themselves differently in different age groups

Common Traits and Behaviours in Students

with Dyslexia

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Appears bright highly intelligent and articulate but unable to read write or spell at grade level

Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo

Has difficulty sustaining attention seems hyper or daydreamerldquo

Arenrsquot behind enough or bad enough to be helped in the school setting

They may have a high IQ but not test well academically tests well orally but not written

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies

bull They may be easily frustrated and emotional about school reading or testing

bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering

bull Seems to Zone out or daydream often gets lost easily or loses track of time

bull Learns best through hands-on experience demonstrations experimentation observation and visual aids

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

When the teacher has hisher back to students

In a noisy room

When the teacher uses unfamiliar words without visual support

Misunderstanding instructions

Misunderstanding long complex sentences

Screening out unimportant information

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

The conventional nature of classroom instruction today though does not necessarily imply eff ective instruction for dyslexic students ndash and this is one of the reasons why dyslexia is considered a learning disability

4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction

>

5 Secondary consequences of Dyslexia may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge

>

3 Types of Dyslexia

>

Type Example

3 Types of Dyslexia

>

Type Example

Dysnemkinesia

(motor dyslexia)

Difficulty remembering how to do the movements needed for writing

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

Letter reversals Sawwas reeddeer (sequential)

ƧS ЯR Cɔ existE microu NИ (mirror writing)

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

Letter reversals Sawwas reeddeer (sequential)

ƧS ЯR Cɔ existE microu NИ (mirror writing)

Spatial difficulties Leftright directions

Poor sight recognition Trouble building up sight vocabulary Relies on reading and spelling phonetically

3 Types of Dyslexia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

3 Types of Dyslexia

>

Reader without Dysphonesia

>

Brain Comparison

>

Brain without Dysphonesia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically

3 Types of Dyslexia

>

Reader with Dysphonesia

>

Brain with Dysphonesia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory

3 Types of Dyslexia

>

Dysphonesia Example

Dys-phon-esia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words Volcanotornado

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errorsWrites rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo

Cluttered blackboard = disorientation

3 Types of Dyslexia

>

7 Patterns of Dyslexia

>

bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course

deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it

bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls

bull Understanding complex sentences (especially in testing situation)

bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you

need to cancel

Other Difficulties

>

bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood

bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly

bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo

Other Difficulties

>

IEPS

ACCOMMODATIONS

MODIFICATIONS

SPECIALIZED TUTORING amp READING PROGRAMS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

BE AWARE OF THE SIGNS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

GENERAL

LISTENING DIFFICULTIES

MATH DIFFICULTIES

ORGANIZATIONAL SKILLS

PHYSICAL PROBLEMS

PERFORMANCE DURING TESTS AND EXAMINATIONS

Common Traits and Behaviours in Students

with Dyslexia

>

bull Most students will exhibit at least 10 or more traits or behaviours

bull Only qualified diagnostician s may test and diagnose dyslexia

bull Signs of dyslexia manifest themselves differently in different age groups

Common Traits and Behaviours in Students

with Dyslexia

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Appears bright highly intelligent and articulate but unable to read write or spell at grade level

Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo

Has difficulty sustaining attention seems hyper or daydreamerldquo

Arenrsquot behind enough or bad enough to be helped in the school setting

They may have a high IQ but not test well academically tests well orally but not written

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies

bull They may be easily frustrated and emotional about school reading or testing

bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering

bull Seems to Zone out or daydream often gets lost easily or loses track of time

bull Learns best through hands-on experience demonstrations experimentation observation and visual aids

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

When the teacher has hisher back to students

In a noisy room

When the teacher uses unfamiliar words without visual support

Misunderstanding instructions

Misunderstanding long complex sentences

Screening out unimportant information

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

5 Secondary consequences of Dyslexia may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge

>

3 Types of Dyslexia

>

Type Example

3 Types of Dyslexia

>

Type Example

Dysnemkinesia

(motor dyslexia)

Difficulty remembering how to do the movements needed for writing

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

Letter reversals Sawwas reeddeer (sequential)

ƧS ЯR Cɔ existE microu NИ (mirror writing)

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

Letter reversals Sawwas reeddeer (sequential)

ƧS ЯR Cɔ existE microu NИ (mirror writing)

Spatial difficulties Leftright directions

Poor sight recognition Trouble building up sight vocabulary Relies on reading and spelling phonetically

3 Types of Dyslexia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

3 Types of Dyslexia

>

Reader without Dysphonesia

>

Brain Comparison

>

Brain without Dysphonesia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically

3 Types of Dyslexia

>

Reader with Dysphonesia

>

Brain with Dysphonesia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory

3 Types of Dyslexia

>

Dysphonesia Example

Dys-phon-esia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words Volcanotornado

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errorsWrites rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo

Cluttered blackboard = disorientation

3 Types of Dyslexia

>

7 Patterns of Dyslexia

>

bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course

deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it

bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls

bull Understanding complex sentences (especially in testing situation)

bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you

need to cancel

Other Difficulties

>

bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood

bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly

bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo

Other Difficulties

>

IEPS

ACCOMMODATIONS

MODIFICATIONS

SPECIALIZED TUTORING amp READING PROGRAMS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

BE AWARE OF THE SIGNS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

GENERAL

LISTENING DIFFICULTIES

MATH DIFFICULTIES

ORGANIZATIONAL SKILLS

PHYSICAL PROBLEMS

PERFORMANCE DURING TESTS AND EXAMINATIONS

Common Traits and Behaviours in Students

with Dyslexia

>

bull Most students will exhibit at least 10 or more traits or behaviours

bull Only qualified diagnostician s may test and diagnose dyslexia

bull Signs of dyslexia manifest themselves differently in different age groups

Common Traits and Behaviours in Students

with Dyslexia

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Appears bright highly intelligent and articulate but unable to read write or spell at grade level

Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo

Has difficulty sustaining attention seems hyper or daydreamerldquo

Arenrsquot behind enough or bad enough to be helped in the school setting

They may have a high IQ but not test well academically tests well orally but not written

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies

bull They may be easily frustrated and emotional about school reading or testing

bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering

bull Seems to Zone out or daydream often gets lost easily or loses track of time

bull Learns best through hands-on experience demonstrations experimentation observation and visual aids

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

When the teacher has hisher back to students

In a noisy room

When the teacher uses unfamiliar words without visual support

Misunderstanding instructions

Misunderstanding long complex sentences

Screening out unimportant information

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

3 Types of Dyslexia

>

Type Example

3 Types of Dyslexia

>

Type Example

Dysnemkinesia

(motor dyslexia)

Difficulty remembering how to do the movements needed for writing

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

Letter reversals Sawwas reeddeer (sequential)

ƧS ЯR Cɔ existE microu NИ (mirror writing)

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

Letter reversals Sawwas reeddeer (sequential)

ƧS ЯR Cɔ existE microu NИ (mirror writing)

Spatial difficulties Leftright directions

Poor sight recognition Trouble building up sight vocabulary Relies on reading and spelling phonetically

3 Types of Dyslexia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

3 Types of Dyslexia

>

Reader without Dysphonesia

>

Brain Comparison

>

Brain without Dysphonesia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically

3 Types of Dyslexia

>

Reader with Dysphonesia

>

Brain with Dysphonesia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory

3 Types of Dyslexia

>

Dysphonesia Example

Dys-phon-esia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words Volcanotornado

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errorsWrites rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo

Cluttered blackboard = disorientation

3 Types of Dyslexia

>

7 Patterns of Dyslexia

>

bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course

deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it

bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls

bull Understanding complex sentences (especially in testing situation)

bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you

need to cancel

Other Difficulties

>

bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood

bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly

bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo

Other Difficulties

>

IEPS

ACCOMMODATIONS

MODIFICATIONS

SPECIALIZED TUTORING amp READING PROGRAMS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

BE AWARE OF THE SIGNS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

GENERAL

LISTENING DIFFICULTIES

MATH DIFFICULTIES

ORGANIZATIONAL SKILLS

PHYSICAL PROBLEMS

PERFORMANCE DURING TESTS AND EXAMINATIONS

Common Traits and Behaviours in Students

with Dyslexia

>

bull Most students will exhibit at least 10 or more traits or behaviours

bull Only qualified diagnostician s may test and diagnose dyslexia

bull Signs of dyslexia manifest themselves differently in different age groups

Common Traits and Behaviours in Students

with Dyslexia

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Appears bright highly intelligent and articulate but unable to read write or spell at grade level

Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo

Has difficulty sustaining attention seems hyper or daydreamerldquo

Arenrsquot behind enough or bad enough to be helped in the school setting

They may have a high IQ but not test well academically tests well orally but not written

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies

bull They may be easily frustrated and emotional about school reading or testing

bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering

bull Seems to Zone out or daydream often gets lost easily or loses track of time

bull Learns best through hands-on experience demonstrations experimentation observation and visual aids

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

When the teacher has hisher back to students

In a noisy room

When the teacher uses unfamiliar words without visual support

Misunderstanding instructions

Misunderstanding long complex sentences

Screening out unimportant information

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

Type Example

3 Types of Dyslexia

>

Type Example

Dysnemkinesia

(motor dyslexia)

Difficulty remembering how to do the movements needed for writing

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

Letter reversals Sawwas reeddeer (sequential)

ƧS ЯR Cɔ existE microu NИ (mirror writing)

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

Letter reversals Sawwas reeddeer (sequential)

ƧS ЯR Cɔ existE microu NИ (mirror writing)

Spatial difficulties Leftright directions

Poor sight recognition Trouble building up sight vocabulary Relies on reading and spelling phonetically

3 Types of Dyslexia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

3 Types of Dyslexia

>

Reader without Dysphonesia

>

Brain Comparison

>

Brain without Dysphonesia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically

3 Types of Dyslexia

>

Reader with Dysphonesia

>

Brain with Dysphonesia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory

3 Types of Dyslexia

>

Dysphonesia Example

Dys-phon-esia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words Volcanotornado

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errorsWrites rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo

Cluttered blackboard = disorientation

3 Types of Dyslexia

>

7 Patterns of Dyslexia

>

bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course

deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it

bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls

bull Understanding complex sentences (especially in testing situation)

bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you

need to cancel

Other Difficulties

>

bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood

bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly

bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo

Other Difficulties

>

IEPS

ACCOMMODATIONS

MODIFICATIONS

SPECIALIZED TUTORING amp READING PROGRAMS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

BE AWARE OF THE SIGNS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

GENERAL

LISTENING DIFFICULTIES

MATH DIFFICULTIES

ORGANIZATIONAL SKILLS

PHYSICAL PROBLEMS

PERFORMANCE DURING TESTS AND EXAMINATIONS

Common Traits and Behaviours in Students

with Dyslexia

>

bull Most students will exhibit at least 10 or more traits or behaviours

bull Only qualified diagnostician s may test and diagnose dyslexia

bull Signs of dyslexia manifest themselves differently in different age groups

Common Traits and Behaviours in Students

with Dyslexia

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Appears bright highly intelligent and articulate but unable to read write or spell at grade level

Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo

Has difficulty sustaining attention seems hyper or daydreamerldquo

Arenrsquot behind enough or bad enough to be helped in the school setting

They may have a high IQ but not test well academically tests well orally but not written

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies

bull They may be easily frustrated and emotional about school reading or testing

bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering

bull Seems to Zone out or daydream often gets lost easily or loses track of time

bull Learns best through hands-on experience demonstrations experimentation observation and visual aids

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

When the teacher has hisher back to students

In a noisy room

When the teacher uses unfamiliar words without visual support

Misunderstanding instructions

Misunderstanding long complex sentences

Screening out unimportant information

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

Type Example

Dysnemkinesia

(motor dyslexia)

Difficulty remembering how to do the movements needed for writing

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

Letter reversals Sawwas reeddeer (sequential)

ƧS ЯR Cɔ existE microu NИ (mirror writing)

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

Letter reversals Sawwas reeddeer (sequential)

ƧS ЯR Cɔ existE microu NИ (mirror writing)

Spatial difficulties Leftright directions

Poor sight recognition Trouble building up sight vocabulary Relies on reading and spelling phonetically

3 Types of Dyslexia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

3 Types of Dyslexia

>

Reader without Dysphonesia

>

Brain Comparison

>

Brain without Dysphonesia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically

3 Types of Dyslexia

>

Reader with Dysphonesia

>

Brain with Dysphonesia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory

3 Types of Dyslexia

>

Dysphonesia Example

Dys-phon-esia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words Volcanotornado

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errorsWrites rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo

Cluttered blackboard = disorientation

3 Types of Dyslexia

>

7 Patterns of Dyslexia

>

bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course

deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it

bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls

bull Understanding complex sentences (especially in testing situation)

bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you

need to cancel

Other Difficulties

>

bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood

bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly

bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo

Other Difficulties

>

IEPS

ACCOMMODATIONS

MODIFICATIONS

SPECIALIZED TUTORING amp READING PROGRAMS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

BE AWARE OF THE SIGNS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

GENERAL

LISTENING DIFFICULTIES

MATH DIFFICULTIES

ORGANIZATIONAL SKILLS

PHYSICAL PROBLEMS

PERFORMANCE DURING TESTS AND EXAMINATIONS

Common Traits and Behaviours in Students

with Dyslexia

>

bull Most students will exhibit at least 10 or more traits or behaviours

bull Only qualified diagnostician s may test and diagnose dyslexia

bull Signs of dyslexia manifest themselves differently in different age groups

Common Traits and Behaviours in Students

with Dyslexia

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Appears bright highly intelligent and articulate but unable to read write or spell at grade level

Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo

Has difficulty sustaining attention seems hyper or daydreamerldquo

Arenrsquot behind enough or bad enough to be helped in the school setting

They may have a high IQ but not test well academically tests well orally but not written

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies

bull They may be easily frustrated and emotional about school reading or testing

bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering

bull Seems to Zone out or daydream often gets lost easily or loses track of time

bull Learns best through hands-on experience demonstrations experimentation observation and visual aids

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

When the teacher has hisher back to students

In a noisy room

When the teacher uses unfamiliar words without visual support

Misunderstanding instructions

Misunderstanding long complex sentences

Screening out unimportant information

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

Letter reversals Sawwas reeddeer (sequential)

ƧS ЯR Cɔ existE microu NИ (mirror writing)

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

Letter reversals Sawwas reeddeer (sequential)

ƧS ЯR Cɔ existE microu NИ (mirror writing)

Spatial difficulties Leftright directions

Poor sight recognition Trouble building up sight vocabulary Relies on reading and spelling phonetically

3 Types of Dyslexia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

3 Types of Dyslexia

>

Reader without Dysphonesia

>

Brain Comparison

>

Brain without Dysphonesia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically

3 Types of Dyslexia

>

Reader with Dysphonesia

>

Brain with Dysphonesia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory

3 Types of Dyslexia

>

Dysphonesia Example

Dys-phon-esia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words Volcanotornado

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errorsWrites rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo

Cluttered blackboard = disorientation

3 Types of Dyslexia

>

7 Patterns of Dyslexia

>

bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course

deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it

bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls

bull Understanding complex sentences (especially in testing situation)

bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you

need to cancel

Other Difficulties

>

bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood

bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly

bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo

Other Difficulties

>

IEPS

ACCOMMODATIONS

MODIFICATIONS

SPECIALIZED TUTORING amp READING PROGRAMS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

BE AWARE OF THE SIGNS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

GENERAL

LISTENING DIFFICULTIES

MATH DIFFICULTIES

ORGANIZATIONAL SKILLS

PHYSICAL PROBLEMS

PERFORMANCE DURING TESTS AND EXAMINATIONS

Common Traits and Behaviours in Students

with Dyslexia

>

bull Most students will exhibit at least 10 or more traits or behaviours

bull Only qualified diagnostician s may test and diagnose dyslexia

bull Signs of dyslexia manifest themselves differently in different age groups

Common Traits and Behaviours in Students

with Dyslexia

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Appears bright highly intelligent and articulate but unable to read write or spell at grade level

Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo

Has difficulty sustaining attention seems hyper or daydreamerldquo

Arenrsquot behind enough or bad enough to be helped in the school setting

They may have a high IQ but not test well academically tests well orally but not written

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies

bull They may be easily frustrated and emotional about school reading or testing

bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering

bull Seems to Zone out or daydream often gets lost easily or loses track of time

bull Learns best through hands-on experience demonstrations experimentation observation and visual aids

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

When the teacher has hisher back to students

In a noisy room

When the teacher uses unfamiliar words without visual support

Misunderstanding instructions

Misunderstanding long complex sentences

Screening out unimportant information

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

Letter reversals Sawwas reeddeer (sequential)

ƧS ЯR Cɔ existE microu NИ (mirror writing)

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

Letter reversals Sawwas reeddeer (sequential)

ƧS ЯR Cɔ existE microu NИ (mirror writing)

Spatial difficulties Leftright directions

Poor sight recognition Trouble building up sight vocabulary Relies on reading and spelling phonetically

3 Types of Dyslexia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

3 Types of Dyslexia

>

Reader without Dysphonesia

>

Brain Comparison

>

Brain without Dysphonesia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically

3 Types of Dyslexia

>

Reader with Dysphonesia

>

Brain with Dysphonesia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory

3 Types of Dyslexia

>

Dysphonesia Example

Dys-phon-esia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words Volcanotornado

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errorsWrites rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo

Cluttered blackboard = disorientation

3 Types of Dyslexia

>

7 Patterns of Dyslexia

>

bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course

deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it

bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls

bull Understanding complex sentences (especially in testing situation)

bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you

need to cancel

Other Difficulties

>

bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood

bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly

bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo

Other Difficulties

>

IEPS

ACCOMMODATIONS

MODIFICATIONS

SPECIALIZED TUTORING amp READING PROGRAMS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

BE AWARE OF THE SIGNS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

GENERAL

LISTENING DIFFICULTIES

MATH DIFFICULTIES

ORGANIZATIONAL SKILLS

PHYSICAL PROBLEMS

PERFORMANCE DURING TESTS AND EXAMINATIONS

Common Traits and Behaviours in Students

with Dyslexia

>

bull Most students will exhibit at least 10 or more traits or behaviours

bull Only qualified diagnostician s may test and diagnose dyslexia

bull Signs of dyslexia manifest themselves differently in different age groups

Common Traits and Behaviours in Students

with Dyslexia

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Appears bright highly intelligent and articulate but unable to read write or spell at grade level

Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo

Has difficulty sustaining attention seems hyper or daydreamerldquo

Arenrsquot behind enough or bad enough to be helped in the school setting

They may have a high IQ but not test well academically tests well orally but not written

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies

bull They may be easily frustrated and emotional about school reading or testing

bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering

bull Seems to Zone out or daydream often gets lost easily or loses track of time

bull Learns best through hands-on experience demonstrations experimentation observation and visual aids

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

When the teacher has hisher back to students

In a noisy room

When the teacher uses unfamiliar words without visual support

Misunderstanding instructions

Misunderstanding long complex sentences

Screening out unimportant information

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

Letter reversals Sawwas reeddeer (sequential)

ƧS ЯR Cɔ existE microu NИ (mirror writing)

3 Types of Dyslexia

>

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

Letter reversals Sawwas reeddeer (sequential)

ƧS ЯR Cɔ existE microu NИ (mirror writing)

Spatial difficulties Leftright directions

Poor sight recognition Trouble building up sight vocabulary Relies on reading and spelling phonetically

3 Types of Dyslexia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

3 Types of Dyslexia

>

Reader without Dysphonesia

>

Brain Comparison

>

Brain without Dysphonesia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically

3 Types of Dyslexia

>

Reader with Dysphonesia

>

Brain with Dysphonesia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory

3 Types of Dyslexia

>

Dysphonesia Example

Dys-phon-esia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words Volcanotornado

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errorsWrites rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo

Cluttered blackboard = disorientation

3 Types of Dyslexia

>

7 Patterns of Dyslexia

>

bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course

deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it

bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls

bull Understanding complex sentences (especially in testing situation)

bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you

need to cancel

Other Difficulties

>

bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood

bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly

bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo

Other Difficulties

>

IEPS

ACCOMMODATIONS

MODIFICATIONS

SPECIALIZED TUTORING amp READING PROGRAMS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

BE AWARE OF THE SIGNS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

GENERAL

LISTENING DIFFICULTIES

MATH DIFFICULTIES

ORGANIZATIONAL SKILLS

PHYSICAL PROBLEMS

PERFORMANCE DURING TESTS AND EXAMINATIONS

Common Traits and Behaviours in Students

with Dyslexia

>

bull Most students will exhibit at least 10 or more traits or behaviours

bull Only qualified diagnostician s may test and diagnose dyslexia

bull Signs of dyslexia manifest themselves differently in different age groups

Common Traits and Behaviours in Students

with Dyslexia

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Appears bright highly intelligent and articulate but unable to read write or spell at grade level

Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo

Has difficulty sustaining attention seems hyper or daydreamerldquo

Arenrsquot behind enough or bad enough to be helped in the school setting

They may have a high IQ but not test well academically tests well orally but not written

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies

bull They may be easily frustrated and emotional about school reading or testing

bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering

bull Seems to Zone out or daydream often gets lost easily or loses track of time

bull Learns best through hands-on experience demonstrations experimentation observation and visual aids

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

When the teacher has hisher back to students

In a noisy room

When the teacher uses unfamiliar words without visual support

Misunderstanding instructions

Misunderstanding long complex sentences

Screening out unimportant information

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

Type Example

Dysnemkinesia (motor dyslexia)

Difficulty remembering how to do the movements needed for writing

Difficulties with symbol orientations Confusion between bdpq

Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm

Letter reversals Sawwas reeddeer (sequential)

ƧS ЯR Cɔ existE microu NИ (mirror writing)

Spatial difficulties Leftright directions

Poor sight recognition Trouble building up sight vocabulary Relies on reading and spelling phonetically

3 Types of Dyslexia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

3 Types of Dyslexia

>

Reader without Dysphonesia

>

Brain Comparison

>

Brain without Dysphonesia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically

3 Types of Dyslexia

>

Reader with Dysphonesia

>

Brain with Dysphonesia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory

3 Types of Dyslexia

>

Dysphonesia Example

Dys-phon-esia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words Volcanotornado

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errorsWrites rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo

Cluttered blackboard = disorientation

3 Types of Dyslexia

>

7 Patterns of Dyslexia

>

bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course

deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it

bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls

bull Understanding complex sentences (especially in testing situation)

bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you

need to cancel

Other Difficulties

>

bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood

bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly

bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo

Other Difficulties

>

IEPS

ACCOMMODATIONS

MODIFICATIONS

SPECIALIZED TUTORING amp READING PROGRAMS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

BE AWARE OF THE SIGNS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

GENERAL

LISTENING DIFFICULTIES

MATH DIFFICULTIES

ORGANIZATIONAL SKILLS

PHYSICAL PROBLEMS

PERFORMANCE DURING TESTS AND EXAMINATIONS

Common Traits and Behaviours in Students

with Dyslexia

>

bull Most students will exhibit at least 10 or more traits or behaviours

bull Only qualified diagnostician s may test and diagnose dyslexia

bull Signs of dyslexia manifest themselves differently in different age groups

Common Traits and Behaviours in Students

with Dyslexia

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Appears bright highly intelligent and articulate but unable to read write or spell at grade level

Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo

Has difficulty sustaining attention seems hyper or daydreamerldquo

Arenrsquot behind enough or bad enough to be helped in the school setting

They may have a high IQ but not test well academically tests well orally but not written

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies

bull They may be easily frustrated and emotional about school reading or testing

bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering

bull Seems to Zone out or daydream often gets lost easily or loses track of time

bull Learns best through hands-on experience demonstrations experimentation observation and visual aids

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

When the teacher has hisher back to students

In a noisy room

When the teacher uses unfamiliar words without visual support

Misunderstanding instructions

Misunderstanding long complex sentences

Screening out unimportant information

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

3 Types of Dyslexia

>

Reader without Dysphonesia

>

Brain Comparison

>

Brain without Dysphonesia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically

3 Types of Dyslexia

>

Reader with Dysphonesia

>

Brain with Dysphonesia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory

3 Types of Dyslexia

>

Dysphonesia Example

Dys-phon-esia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words Volcanotornado

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errorsWrites rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo

Cluttered blackboard = disorientation

3 Types of Dyslexia

>

7 Patterns of Dyslexia

>

bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course

deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it

bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls

bull Understanding complex sentences (especially in testing situation)

bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you

need to cancel

Other Difficulties

>

bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood

bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly

bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo

Other Difficulties

>

IEPS

ACCOMMODATIONS

MODIFICATIONS

SPECIALIZED TUTORING amp READING PROGRAMS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

BE AWARE OF THE SIGNS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

GENERAL

LISTENING DIFFICULTIES

MATH DIFFICULTIES

ORGANIZATIONAL SKILLS

PHYSICAL PROBLEMS

PERFORMANCE DURING TESTS AND EXAMINATIONS

Common Traits and Behaviours in Students

with Dyslexia

>

bull Most students will exhibit at least 10 or more traits or behaviours

bull Only qualified diagnostician s may test and diagnose dyslexia

bull Signs of dyslexia manifest themselves differently in different age groups

Common Traits and Behaviours in Students

with Dyslexia

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Appears bright highly intelligent and articulate but unable to read write or spell at grade level

Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo

Has difficulty sustaining attention seems hyper or daydreamerldquo

Arenrsquot behind enough or bad enough to be helped in the school setting

They may have a high IQ but not test well academically tests well orally but not written

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies

bull They may be easily frustrated and emotional about school reading or testing

bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering

bull Seems to Zone out or daydream often gets lost easily or loses track of time

bull Learns best through hands-on experience demonstrations experimentation observation and visual aids

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

When the teacher has hisher back to students

In a noisy room

When the teacher uses unfamiliar words without visual support

Misunderstanding instructions

Misunderstanding long complex sentences

Screening out unimportant information

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

Reader without Dysphonesia

>

Brain Comparison

>

Brain without Dysphonesia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically

3 Types of Dyslexia

>

Reader with Dysphonesia

>

Brain with Dysphonesia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory

3 Types of Dyslexia

>

Dysphonesia Example

Dys-phon-esia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words Volcanotornado

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errorsWrites rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo

Cluttered blackboard = disorientation

3 Types of Dyslexia

>

7 Patterns of Dyslexia

>

bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course

deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it

bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls

bull Understanding complex sentences (especially in testing situation)

bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you

need to cancel

Other Difficulties

>

bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood

bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly

bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo

Other Difficulties

>

IEPS

ACCOMMODATIONS

MODIFICATIONS

SPECIALIZED TUTORING amp READING PROGRAMS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

BE AWARE OF THE SIGNS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

GENERAL

LISTENING DIFFICULTIES

MATH DIFFICULTIES

ORGANIZATIONAL SKILLS

PHYSICAL PROBLEMS

PERFORMANCE DURING TESTS AND EXAMINATIONS

Common Traits and Behaviours in Students

with Dyslexia

>

bull Most students will exhibit at least 10 or more traits or behaviours

bull Only qualified diagnostician s may test and diagnose dyslexia

bull Signs of dyslexia manifest themselves differently in different age groups

Common Traits and Behaviours in Students

with Dyslexia

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Appears bright highly intelligent and articulate but unable to read write or spell at grade level

Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo

Has difficulty sustaining attention seems hyper or daydreamerldquo

Arenrsquot behind enough or bad enough to be helped in the school setting

They may have a high IQ but not test well academically tests well orally but not written

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies

bull They may be easily frustrated and emotional about school reading or testing

bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering

bull Seems to Zone out or daydream often gets lost easily or loses track of time

bull Learns best through hands-on experience demonstrations experimentation observation and visual aids

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

When the teacher has hisher back to students

In a noisy room

When the teacher uses unfamiliar words without visual support

Misunderstanding instructions

Misunderstanding long complex sentences

Screening out unimportant information

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

Brain Comparison

>

Brain without Dysphonesia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically

3 Types of Dyslexia

>

Reader with Dysphonesia

>

Brain with Dysphonesia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory

3 Types of Dyslexia

>

Dysphonesia Example

Dys-phon-esia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words Volcanotornado

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errorsWrites rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo

Cluttered blackboard = disorientation

3 Types of Dyslexia

>

7 Patterns of Dyslexia

>

bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course

deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it

bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls

bull Understanding complex sentences (especially in testing situation)

bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you

need to cancel

Other Difficulties

>

bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood

bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly

bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo

Other Difficulties

>

IEPS

ACCOMMODATIONS

MODIFICATIONS

SPECIALIZED TUTORING amp READING PROGRAMS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

BE AWARE OF THE SIGNS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

GENERAL

LISTENING DIFFICULTIES

MATH DIFFICULTIES

ORGANIZATIONAL SKILLS

PHYSICAL PROBLEMS

PERFORMANCE DURING TESTS AND EXAMINATIONS

Common Traits and Behaviours in Students

with Dyslexia

>

bull Most students will exhibit at least 10 or more traits or behaviours

bull Only qualified diagnostician s may test and diagnose dyslexia

bull Signs of dyslexia manifest themselves differently in different age groups

Common Traits and Behaviours in Students

with Dyslexia

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Appears bright highly intelligent and articulate but unable to read write or spell at grade level

Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo

Has difficulty sustaining attention seems hyper or daydreamerldquo

Arenrsquot behind enough or bad enough to be helped in the school setting

They may have a high IQ but not test well academically tests well orally but not written

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies

bull They may be easily frustrated and emotional about school reading or testing

bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering

bull Seems to Zone out or daydream often gets lost easily or loses track of time

bull Learns best through hands-on experience demonstrations experimentation observation and visual aids

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

When the teacher has hisher back to students

In a noisy room

When the teacher uses unfamiliar words without visual support

Misunderstanding instructions

Misunderstanding long complex sentences

Screening out unimportant information

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

Brain without Dysphonesia

>

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically

3 Types of Dyslexia

>

Reader with Dysphonesia

>

Brain with Dysphonesia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory

3 Types of Dyslexia

>

Dysphonesia Example

Dys-phon-esia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words Volcanotornado

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errorsWrites rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo

Cluttered blackboard = disorientation

3 Types of Dyslexia

>

7 Patterns of Dyslexia

>

bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course

deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it

bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls

bull Understanding complex sentences (especially in testing situation)

bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you

need to cancel

Other Difficulties

>

bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood

bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly

bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo

Other Difficulties

>

IEPS

ACCOMMODATIONS

MODIFICATIONS

SPECIALIZED TUTORING amp READING PROGRAMS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

BE AWARE OF THE SIGNS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

GENERAL

LISTENING DIFFICULTIES

MATH DIFFICULTIES

ORGANIZATIONAL SKILLS

PHYSICAL PROBLEMS

PERFORMANCE DURING TESTS AND EXAMINATIONS

Common Traits and Behaviours in Students

with Dyslexia

>

bull Most students will exhibit at least 10 or more traits or behaviours

bull Only qualified diagnostician s may test and diagnose dyslexia

bull Signs of dyslexia manifest themselves differently in different age groups

Common Traits and Behaviours in Students

with Dyslexia

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Appears bright highly intelligent and articulate but unable to read write or spell at grade level

Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo

Has difficulty sustaining attention seems hyper or daydreamerldquo

Arenrsquot behind enough or bad enough to be helped in the school setting

They may have a high IQ but not test well academically tests well orally but not written

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies

bull They may be easily frustrated and emotional about school reading or testing

bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering

bull Seems to Zone out or daydream often gets lost easily or loses track of time

bull Learns best through hands-on experience demonstrations experimentation observation and visual aids

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

When the teacher has hisher back to students

In a noisy room

When the teacher uses unfamiliar words without visual support

Misunderstanding instructions

Misunderstanding long complex sentences

Screening out unimportant information

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

Type Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically

3 Types of Dyslexia

>

Reader with Dysphonesia

>

Brain with Dysphonesia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory

3 Types of Dyslexia

>

Dysphonesia Example

Dys-phon-esia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words Volcanotornado

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errorsWrites rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo

Cluttered blackboard = disorientation

3 Types of Dyslexia

>

7 Patterns of Dyslexia

>

bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course

deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it

bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls

bull Understanding complex sentences (especially in testing situation)

bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you

need to cancel

Other Difficulties

>

bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood

bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly

bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo

Other Difficulties

>

IEPS

ACCOMMODATIONS

MODIFICATIONS

SPECIALIZED TUTORING amp READING PROGRAMS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

BE AWARE OF THE SIGNS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

GENERAL

LISTENING DIFFICULTIES

MATH DIFFICULTIES

ORGANIZATIONAL SKILLS

PHYSICAL PROBLEMS

PERFORMANCE DURING TESTS AND EXAMINATIONS

Common Traits and Behaviours in Students

with Dyslexia

>

bull Most students will exhibit at least 10 or more traits or behaviours

bull Only qualified diagnostician s may test and diagnose dyslexia

bull Signs of dyslexia manifest themselves differently in different age groups

Common Traits and Behaviours in Students

with Dyslexia

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Appears bright highly intelligent and articulate but unable to read write or spell at grade level

Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo

Has difficulty sustaining attention seems hyper or daydreamerldquo

Arenrsquot behind enough or bad enough to be helped in the school setting

They may have a high IQ but not test well academically tests well orally but not written

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies

bull They may be easily frustrated and emotional about school reading or testing

bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering

bull Seems to Zone out or daydream often gets lost easily or loses track of time

bull Learns best through hands-on experience demonstrations experimentation observation and visual aids

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

When the teacher has hisher back to students

In a noisy room

When the teacher uses unfamiliar words without visual support

Misunderstanding instructions

Misunderstanding long complex sentences

Screening out unimportant information

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

Reader with Dysphonesia

>

Brain with Dysphonesia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory

3 Types of Dyslexia

>

Dysphonesia Example

Dys-phon-esia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words Volcanotornado

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errorsWrites rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo

Cluttered blackboard = disorientation

3 Types of Dyslexia

>

7 Patterns of Dyslexia

>

bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course

deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it

bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls

bull Understanding complex sentences (especially in testing situation)

bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you

need to cancel

Other Difficulties

>

bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood

bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly

bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo

Other Difficulties

>

IEPS

ACCOMMODATIONS

MODIFICATIONS

SPECIALIZED TUTORING amp READING PROGRAMS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

BE AWARE OF THE SIGNS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

GENERAL

LISTENING DIFFICULTIES

MATH DIFFICULTIES

ORGANIZATIONAL SKILLS

PHYSICAL PROBLEMS

PERFORMANCE DURING TESTS AND EXAMINATIONS

Common Traits and Behaviours in Students

with Dyslexia

>

bull Most students will exhibit at least 10 or more traits or behaviours

bull Only qualified diagnostician s may test and diagnose dyslexia

bull Signs of dyslexia manifest themselves differently in different age groups

Common Traits and Behaviours in Students

with Dyslexia

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Appears bright highly intelligent and articulate but unable to read write or spell at grade level

Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo

Has difficulty sustaining attention seems hyper or daydreamerldquo

Arenrsquot behind enough or bad enough to be helped in the school setting

They may have a high IQ but not test well academically tests well orally but not written

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies

bull They may be easily frustrated and emotional about school reading or testing

bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering

bull Seems to Zone out or daydream often gets lost easily or loses track of time

bull Learns best through hands-on experience demonstrations experimentation observation and visual aids

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

When the teacher has hisher back to students

In a noisy room

When the teacher uses unfamiliar words without visual support

Misunderstanding instructions

Misunderstanding long complex sentences

Screening out unimportant information

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

Brain with Dysphonesia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory

3 Types of Dyslexia

>

Dysphonesia Example

Dys-phon-esia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words Volcanotornado

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errorsWrites rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo

Cluttered blackboard = disorientation

3 Types of Dyslexia

>

7 Patterns of Dyslexia

>

bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course

deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it

bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls

bull Understanding complex sentences (especially in testing situation)

bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you

need to cancel

Other Difficulties

>

bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood

bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly

bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo

Other Difficulties

>

IEPS

ACCOMMODATIONS

MODIFICATIONS

SPECIALIZED TUTORING amp READING PROGRAMS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

BE AWARE OF THE SIGNS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

GENERAL

LISTENING DIFFICULTIES

MATH DIFFICULTIES

ORGANIZATIONAL SKILLS

PHYSICAL PROBLEMS

PERFORMANCE DURING TESTS AND EXAMINATIONS

Common Traits and Behaviours in Students

with Dyslexia

>

bull Most students will exhibit at least 10 or more traits or behaviours

bull Only qualified diagnostician s may test and diagnose dyslexia

bull Signs of dyslexia manifest themselves differently in different age groups

Common Traits and Behaviours in Students

with Dyslexia

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Appears bright highly intelligent and articulate but unable to read write or spell at grade level

Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo

Has difficulty sustaining attention seems hyper or daydreamerldquo

Arenrsquot behind enough or bad enough to be helped in the school setting

They may have a high IQ but not test well academically tests well orally but not written

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies

bull They may be easily frustrated and emotional about school reading or testing

bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering

bull Seems to Zone out or daydream often gets lost easily or loses track of time

bull Learns best through hands-on experience demonstrations experimentation observation and visual aids

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

When the teacher has hisher back to students

In a noisy room

When the teacher uses unfamiliar words without visual support

Misunderstanding instructions

Misunderstanding long complex sentences

Screening out unimportant information

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory

3 Types of Dyslexia

>

Dysphonesia Example

Dys-phon-esia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words Volcanotornado

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errorsWrites rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo

Cluttered blackboard = disorientation

3 Types of Dyslexia

>

7 Patterns of Dyslexia

>

bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course

deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it

bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls

bull Understanding complex sentences (especially in testing situation)

bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you

need to cancel

Other Difficulties

>

bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood

bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly

bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo

Other Difficulties

>

IEPS

ACCOMMODATIONS

MODIFICATIONS

SPECIALIZED TUTORING amp READING PROGRAMS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

BE AWARE OF THE SIGNS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

GENERAL

LISTENING DIFFICULTIES

MATH DIFFICULTIES

ORGANIZATIONAL SKILLS

PHYSICAL PROBLEMS

PERFORMANCE DURING TESTS AND EXAMINATIONS

Common Traits and Behaviours in Students

with Dyslexia

>

bull Most students will exhibit at least 10 or more traits or behaviours

bull Only qualified diagnostician s may test and diagnose dyslexia

bull Signs of dyslexia manifest themselves differently in different age groups

Common Traits and Behaviours in Students

with Dyslexia

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Appears bright highly intelligent and articulate but unable to read write or spell at grade level

Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo

Has difficulty sustaining attention seems hyper or daydreamerldquo

Arenrsquot behind enough or bad enough to be helped in the school setting

They may have a high IQ but not test well academically tests well orally but not written

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies

bull They may be easily frustrated and emotional about school reading or testing

bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering

bull Seems to Zone out or daydream often gets lost easily or loses track of time

bull Learns best through hands-on experience demonstrations experimentation observation and visual aids

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

When the teacher has hisher back to students

In a noisy room

When the teacher uses unfamiliar words without visual support

Misunderstanding instructions

Misunderstanding long complex sentences

Screening out unimportant information

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory

3 Types of Dyslexia

>

Dysphonesia Example

Dys-phon-esia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words Volcanotornado

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errorsWrites rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo

Cluttered blackboard = disorientation

3 Types of Dyslexia

>

7 Patterns of Dyslexia

>

bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course

deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it

bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls

bull Understanding complex sentences (especially in testing situation)

bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you

need to cancel

Other Difficulties

>

bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood

bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly

bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo

Other Difficulties

>

IEPS

ACCOMMODATIONS

MODIFICATIONS

SPECIALIZED TUTORING amp READING PROGRAMS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

BE AWARE OF THE SIGNS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

GENERAL

LISTENING DIFFICULTIES

MATH DIFFICULTIES

ORGANIZATIONAL SKILLS

PHYSICAL PROBLEMS

PERFORMANCE DURING TESTS AND EXAMINATIONS

Common Traits and Behaviours in Students

with Dyslexia

>

bull Most students will exhibit at least 10 or more traits or behaviours

bull Only qualified diagnostician s may test and diagnose dyslexia

bull Signs of dyslexia manifest themselves differently in different age groups

Common Traits and Behaviours in Students

with Dyslexia

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Appears bright highly intelligent and articulate but unable to read write or spell at grade level

Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo

Has difficulty sustaining attention seems hyper or daydreamerldquo

Arenrsquot behind enough or bad enough to be helped in the school setting

They may have a high IQ but not test well academically tests well orally but not written

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies

bull They may be easily frustrated and emotional about school reading or testing

bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering

bull Seems to Zone out or daydream often gets lost easily or loses track of time

bull Learns best through hands-on experience demonstrations experimentation observation and visual aids

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

When the teacher has hisher back to students

In a noisy room

When the teacher uses unfamiliar words without visual support

Misunderstanding instructions

Misunderstanding long complex sentences

Screening out unimportant information

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory

3 Types of Dyslexia

>

Dysphonesia Example

Dys-phon-esia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words Volcanotornado

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errorsWrites rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo

Cluttered blackboard = disorientation

3 Types of Dyslexia

>

7 Patterns of Dyslexia

>

bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course

deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it

bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls

bull Understanding complex sentences (especially in testing situation)

bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you

need to cancel

Other Difficulties

>

bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood

bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly

bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo

Other Difficulties

>

IEPS

ACCOMMODATIONS

MODIFICATIONS

SPECIALIZED TUTORING amp READING PROGRAMS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

BE AWARE OF THE SIGNS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

GENERAL

LISTENING DIFFICULTIES

MATH DIFFICULTIES

ORGANIZATIONAL SKILLS

PHYSICAL PROBLEMS

PERFORMANCE DURING TESTS AND EXAMINATIONS

Common Traits and Behaviours in Students

with Dyslexia

>

bull Most students will exhibit at least 10 or more traits or behaviours

bull Only qualified diagnostician s may test and diagnose dyslexia

bull Signs of dyslexia manifest themselves differently in different age groups

Common Traits and Behaviours in Students

with Dyslexia

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Appears bright highly intelligent and articulate but unable to read write or spell at grade level

Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo

Has difficulty sustaining attention seems hyper or daydreamerldquo

Arenrsquot behind enough or bad enough to be helped in the school setting

They may have a high IQ but not test well academically tests well orally but not written

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies

bull They may be easily frustrated and emotional about school reading or testing

bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering

bull Seems to Zone out or daydream often gets lost easily or loses track of time

bull Learns best through hands-on experience demonstrations experimentation observation and visual aids

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

When the teacher has hisher back to students

In a noisy room

When the teacher uses unfamiliar words without visual support

Misunderstanding instructions

Misunderstanding long complex sentences

Screening out unimportant information

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

Dysphonesia Example

Dys-phon-esia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words Volcanotornado

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errorsWrites rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo

Cluttered blackboard = disorientation

3 Types of Dyslexia

>

7 Patterns of Dyslexia

>

bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course

deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it

bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls

bull Understanding complex sentences (especially in testing situation)

bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you

need to cancel

Other Difficulties

>

bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood

bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly

bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo

Other Difficulties

>

IEPS

ACCOMMODATIONS

MODIFICATIONS

SPECIALIZED TUTORING amp READING PROGRAMS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

BE AWARE OF THE SIGNS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

GENERAL

LISTENING DIFFICULTIES

MATH DIFFICULTIES

ORGANIZATIONAL SKILLS

PHYSICAL PROBLEMS

PERFORMANCE DURING TESTS AND EXAMINATIONS

Common Traits and Behaviours in Students

with Dyslexia

>

bull Most students will exhibit at least 10 or more traits or behaviours

bull Only qualified diagnostician s may test and diagnose dyslexia

bull Signs of dyslexia manifest themselves differently in different age groups

Common Traits and Behaviours in Students

with Dyslexia

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Appears bright highly intelligent and articulate but unable to read write or spell at grade level

Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo

Has difficulty sustaining attention seems hyper or daydreamerldquo

Arenrsquot behind enough or bad enough to be helped in the school setting

They may have a high IQ but not test well academically tests well orally but not written

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies

bull They may be easily frustrated and emotional about school reading or testing

bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering

bull Seems to Zone out or daydream often gets lost easily or loses track of time

bull Learns best through hands-on experience demonstrations experimentation observation and visual aids

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

When the teacher has hisher back to students

In a noisy room

When the teacher uses unfamiliar words without visual support

Misunderstanding instructions

Misunderstanding long complex sentences

Screening out unimportant information

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words

3 Types of Dyslexia

>

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words Volcanotornado

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errorsWrites rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo

Cluttered blackboard = disorientation

3 Types of Dyslexia

>

7 Patterns of Dyslexia

>

bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course

deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it

bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls

bull Understanding complex sentences (especially in testing situation)

bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you

need to cancel

Other Difficulties

>

bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood

bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly

bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo

Other Difficulties

>

IEPS

ACCOMMODATIONS

MODIFICATIONS

SPECIALIZED TUTORING amp READING PROGRAMS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

BE AWARE OF THE SIGNS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

GENERAL

LISTENING DIFFICULTIES

MATH DIFFICULTIES

ORGANIZATIONAL SKILLS

PHYSICAL PROBLEMS

PERFORMANCE DURING TESTS AND EXAMINATIONS

Common Traits and Behaviours in Students

with Dyslexia

>

bull Most students will exhibit at least 10 or more traits or behaviours

bull Only qualified diagnostician s may test and diagnose dyslexia

bull Signs of dyslexia manifest themselves differently in different age groups

Common Traits and Behaviours in Students

with Dyslexia

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Appears bright highly intelligent and articulate but unable to read write or spell at grade level

Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo

Has difficulty sustaining attention seems hyper or daydreamerldquo

Arenrsquot behind enough or bad enough to be helped in the school setting

They may have a high IQ but not test well academically tests well orally but not written

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies

bull They may be easily frustrated and emotional about school reading or testing

bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering

bull Seems to Zone out or daydream often gets lost easily or loses track of time

bull Learns best through hands-on experience demonstrations experimentation observation and visual aids

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

When the teacher has hisher back to students

In a noisy room

When the teacher uses unfamiliar words without visual support

Misunderstanding instructions

Misunderstanding long complex sentences

Screening out unimportant information

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

Dysphonesia Example

Dysphonesia (auditory dyslexia)

Difficulty with phonological component of language

Cannot decode words phonetically Difficulty identifyingmake sense

of novel or unfamiliar words Learns the word deal but gets

mixed up with new word seal and canrsquot read the word dealing

Student tends to rely on memory Chaotic spelling

Confusion between similar looking letters Aminalanimal

Confusion between similar words Volcanotornado

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errorsWrites rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo

Cluttered blackboard = disorientation

3 Types of Dyslexia

>

7 Patterns of Dyslexia

>

bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course

deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it

bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls

bull Understanding complex sentences (especially in testing situation)

bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you

need to cancel

Other Difficulties

>

bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood

bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly

bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo

Other Difficulties

>

IEPS

ACCOMMODATIONS

MODIFICATIONS

SPECIALIZED TUTORING amp READING PROGRAMS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

BE AWARE OF THE SIGNS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

GENERAL

LISTENING DIFFICULTIES

MATH DIFFICULTIES

ORGANIZATIONAL SKILLS

PHYSICAL PROBLEMS

PERFORMANCE DURING TESTS AND EXAMINATIONS

Common Traits and Behaviours in Students

with Dyslexia

>

bull Most students will exhibit at least 10 or more traits or behaviours

bull Only qualified diagnostician s may test and diagnose dyslexia

bull Signs of dyslexia manifest themselves differently in different age groups

Common Traits and Behaviours in Students

with Dyslexia

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Appears bright highly intelligent and articulate but unable to read write or spell at grade level

Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo

Has difficulty sustaining attention seems hyper or daydreamerldquo

Arenrsquot behind enough or bad enough to be helped in the school setting

They may have a high IQ but not test well academically tests well orally but not written

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies

bull They may be easily frustrated and emotional about school reading or testing

bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering

bull Seems to Zone out or daydream often gets lost easily or loses track of time

bull Learns best through hands-on experience demonstrations experimentation observation and visual aids

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

When the teacher has hisher back to students

In a noisy room

When the teacher uses unfamiliar words without visual support

Misunderstanding instructions

Misunderstanding long complex sentences

Screening out unimportant information

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errorsWrites rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo

Cluttered blackboard = disorientation

3 Types of Dyslexia

>

7 Patterns of Dyslexia

>

bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course

deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it

bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls

bull Understanding complex sentences (especially in testing situation)

bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you

need to cancel

Other Difficulties

>

bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood

bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly

bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo

Other Difficulties

>

IEPS

ACCOMMODATIONS

MODIFICATIONS

SPECIALIZED TUTORING amp READING PROGRAMS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

BE AWARE OF THE SIGNS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

GENERAL

LISTENING DIFFICULTIES

MATH DIFFICULTIES

ORGANIZATIONAL SKILLS

PHYSICAL PROBLEMS

PERFORMANCE DURING TESTS AND EXAMINATIONS

Common Traits and Behaviours in Students

with Dyslexia

>

bull Most students will exhibit at least 10 or more traits or behaviours

bull Only qualified diagnostician s may test and diagnose dyslexia

bull Signs of dyslexia manifest themselves differently in different age groups

Common Traits and Behaviours in Students

with Dyslexia

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Appears bright highly intelligent and articulate but unable to read write or spell at grade level

Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo

Has difficulty sustaining attention seems hyper or daydreamerldquo

Arenrsquot behind enough or bad enough to be helped in the school setting

They may have a high IQ but not test well academically tests well orally but not written

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies

bull They may be easily frustrated and emotional about school reading or testing

bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering

bull Seems to Zone out or daydream often gets lost easily or loses track of time

bull Learns best through hands-on experience demonstrations experimentation observation and visual aids

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

When the teacher has hisher back to students

In a noisy room

When the teacher uses unfamiliar words without visual support

Misunderstanding instructions

Misunderstanding long complex sentences

Screening out unimportant information

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errorsWrites rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo

Cluttered blackboard = disorientation

3 Types of Dyslexia

>

7 Patterns of Dyslexia

>

bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course

deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it

bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls

bull Understanding complex sentences (especially in testing situation)

bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you

need to cancel

Other Difficulties

>

bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood

bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly

bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo

Other Difficulties

>

IEPS

ACCOMMODATIONS

MODIFICATIONS

SPECIALIZED TUTORING amp READING PROGRAMS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

BE AWARE OF THE SIGNS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

GENERAL

LISTENING DIFFICULTIES

MATH DIFFICULTIES

ORGANIZATIONAL SKILLS

PHYSICAL PROBLEMS

PERFORMANCE DURING TESTS AND EXAMINATIONS

Common Traits and Behaviours in Students

with Dyslexia

>

bull Most students will exhibit at least 10 or more traits or behaviours

bull Only qualified diagnostician s may test and diagnose dyslexia

bull Signs of dyslexia manifest themselves differently in different age groups

Common Traits and Behaviours in Students

with Dyslexia

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Appears bright highly intelligent and articulate but unable to read write or spell at grade level

Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo

Has difficulty sustaining attention seems hyper or daydreamerldquo

Arenrsquot behind enough or bad enough to be helped in the school setting

They may have a high IQ but not test well academically tests well orally but not written

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies

bull They may be easily frustrated and emotional about school reading or testing

bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering

bull Seems to Zone out or daydream often gets lost easily or loses track of time

bull Learns best through hands-on experience demonstrations experimentation observation and visual aids

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

When the teacher has hisher back to students

In a noisy room

When the teacher uses unfamiliar words without visual support

Misunderstanding instructions

Misunderstanding long complex sentences

Screening out unimportant information

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errorsReads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo

Cluttered blackboard = disorientation

3 Types of Dyslexia

>

7 Patterns of Dyslexia

>

bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course

deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it

bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls

bull Understanding complex sentences (especially in testing situation)

bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you

need to cancel

Other Difficulties

>

bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood

bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly

bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo

Other Difficulties

>

IEPS

ACCOMMODATIONS

MODIFICATIONS

SPECIALIZED TUTORING amp READING PROGRAMS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

BE AWARE OF THE SIGNS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

GENERAL

LISTENING DIFFICULTIES

MATH DIFFICULTIES

ORGANIZATIONAL SKILLS

PHYSICAL PROBLEMS

PERFORMANCE DURING TESTS AND EXAMINATIONS

Common Traits and Behaviours in Students

with Dyslexia

>

bull Most students will exhibit at least 10 or more traits or behaviours

bull Only qualified diagnostician s may test and diagnose dyslexia

bull Signs of dyslexia manifest themselves differently in different age groups

Common Traits and Behaviours in Students

with Dyslexia

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Appears bright highly intelligent and articulate but unable to read write or spell at grade level

Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo

Has difficulty sustaining attention seems hyper or daydreamerldquo

Arenrsquot behind enough or bad enough to be helped in the school setting

They may have a high IQ but not test well academically tests well orally but not written

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies

bull They may be easily frustrated and emotional about school reading or testing

bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering

bull Seems to Zone out or daydream often gets lost easily or loses track of time

bull Learns best through hands-on experience demonstrations experimentation observation and visual aids

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

When the teacher has hisher back to students

In a noisy room

When the teacher uses unfamiliar words without visual support

Misunderstanding instructions

Misunderstanding long complex sentences

Screening out unimportant information

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard

3 Types of Dyslexia

>

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo

Cluttered blackboard = disorientation

3 Types of Dyslexia

>

7 Patterns of Dyslexia

>

bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course

deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it

bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls

bull Understanding complex sentences (especially in testing situation)

bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you

need to cancel

Other Difficulties

>

bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood

bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly

bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo

Other Difficulties

>

IEPS

ACCOMMODATIONS

MODIFICATIONS

SPECIALIZED TUTORING amp READING PROGRAMS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

BE AWARE OF THE SIGNS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

GENERAL

LISTENING DIFFICULTIES

MATH DIFFICULTIES

ORGANIZATIONAL SKILLS

PHYSICAL PROBLEMS

PERFORMANCE DURING TESTS AND EXAMINATIONS

Common Traits and Behaviours in Students

with Dyslexia

>

bull Most students will exhibit at least 10 or more traits or behaviours

bull Only qualified diagnostician s may test and diagnose dyslexia

bull Signs of dyslexia manifest themselves differently in different age groups

Common Traits and Behaviours in Students

with Dyslexia

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Appears bright highly intelligent and articulate but unable to read write or spell at grade level

Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo

Has difficulty sustaining attention seems hyper or daydreamerldquo

Arenrsquot behind enough or bad enough to be helped in the school setting

They may have a high IQ but not test well academically tests well orally but not written

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies

bull They may be easily frustrated and emotional about school reading or testing

bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering

bull Seems to Zone out or daydream often gets lost easily or loses track of time

bull Learns best through hands-on experience demonstrations experimentation observation and visual aids

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

When the teacher has hisher back to students

In a noisy room

When the teacher uses unfamiliar words without visual support

Misunderstanding instructions

Misunderstanding long complex sentences

Screening out unimportant information

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

Type Example

Dyseidesia (visual dyslexia)

Difficulty with whole word recognition and visual analysis particularly with visual processing

Poor visual memory Relies on spelling and decoding words

phonetically Reading is laborious

Frequent spelling errors Writes rede ready enuf enough

Increased decoding errors Reads log instead of laugh

Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo

Cluttered blackboard = disorientation

3 Types of Dyslexia

>

7 Patterns of Dyslexia

>

bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course

deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it

bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls

bull Understanding complex sentences (especially in testing situation)

bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you

need to cancel

Other Difficulties

>

bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood

bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly

bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo

Other Difficulties

>

IEPS

ACCOMMODATIONS

MODIFICATIONS

SPECIALIZED TUTORING amp READING PROGRAMS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

BE AWARE OF THE SIGNS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

GENERAL

LISTENING DIFFICULTIES

MATH DIFFICULTIES

ORGANIZATIONAL SKILLS

PHYSICAL PROBLEMS

PERFORMANCE DURING TESTS AND EXAMINATIONS

Common Traits and Behaviours in Students

with Dyslexia

>

bull Most students will exhibit at least 10 or more traits or behaviours

bull Only qualified diagnostician s may test and diagnose dyslexia

bull Signs of dyslexia manifest themselves differently in different age groups

Common Traits and Behaviours in Students

with Dyslexia

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Appears bright highly intelligent and articulate but unable to read write or spell at grade level

Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo

Has difficulty sustaining attention seems hyper or daydreamerldquo

Arenrsquot behind enough or bad enough to be helped in the school setting

They may have a high IQ but not test well academically tests well orally but not written

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies

bull They may be easily frustrated and emotional about school reading or testing

bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering

bull Seems to Zone out or daydream often gets lost easily or loses track of time

bull Learns best through hands-on experience demonstrations experimentation observation and visual aids

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

When the teacher has hisher back to students

In a noisy room

When the teacher uses unfamiliar words without visual support

Misunderstanding instructions

Misunderstanding long complex sentences

Screening out unimportant information

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

7 Patterns of Dyslexia

>

bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course

deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it

bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls

bull Understanding complex sentences (especially in testing situation)

bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you

need to cancel

Other Difficulties

>

bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood

bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly

bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo

Other Difficulties

>

IEPS

ACCOMMODATIONS

MODIFICATIONS

SPECIALIZED TUTORING amp READING PROGRAMS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

BE AWARE OF THE SIGNS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

GENERAL

LISTENING DIFFICULTIES

MATH DIFFICULTIES

ORGANIZATIONAL SKILLS

PHYSICAL PROBLEMS

PERFORMANCE DURING TESTS AND EXAMINATIONS

Common Traits and Behaviours in Students

with Dyslexia

>

bull Most students will exhibit at least 10 or more traits or behaviours

bull Only qualified diagnostician s may test and diagnose dyslexia

bull Signs of dyslexia manifest themselves differently in different age groups

Common Traits and Behaviours in Students

with Dyslexia

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Appears bright highly intelligent and articulate but unable to read write or spell at grade level

Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo

Has difficulty sustaining attention seems hyper or daydreamerldquo

Arenrsquot behind enough or bad enough to be helped in the school setting

They may have a high IQ but not test well academically tests well orally but not written

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies

bull They may be easily frustrated and emotional about school reading or testing

bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering

bull Seems to Zone out or daydream often gets lost easily or loses track of time

bull Learns best through hands-on experience demonstrations experimentation observation and visual aids

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

When the teacher has hisher back to students

In a noisy room

When the teacher uses unfamiliar words without visual support

Misunderstanding instructions

Misunderstanding long complex sentences

Screening out unimportant information

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course

deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it

bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls

bull Understanding complex sentences (especially in testing situation)

bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you

need to cancel

Other Difficulties

>

bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood

bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly

bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo

Other Difficulties

>

IEPS

ACCOMMODATIONS

MODIFICATIONS

SPECIALIZED TUTORING amp READING PROGRAMS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

BE AWARE OF THE SIGNS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

GENERAL

LISTENING DIFFICULTIES

MATH DIFFICULTIES

ORGANIZATIONAL SKILLS

PHYSICAL PROBLEMS

PERFORMANCE DURING TESTS AND EXAMINATIONS

Common Traits and Behaviours in Students

with Dyslexia

>

bull Most students will exhibit at least 10 or more traits or behaviours

bull Only qualified diagnostician s may test and diagnose dyslexia

bull Signs of dyslexia manifest themselves differently in different age groups

Common Traits and Behaviours in Students

with Dyslexia

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Appears bright highly intelligent and articulate but unable to read write or spell at grade level

Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo

Has difficulty sustaining attention seems hyper or daydreamerldquo

Arenrsquot behind enough or bad enough to be helped in the school setting

They may have a high IQ but not test well academically tests well orally but not written

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies

bull They may be easily frustrated and emotional about school reading or testing

bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering

bull Seems to Zone out or daydream often gets lost easily or loses track of time

bull Learns best through hands-on experience demonstrations experimentation observation and visual aids

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

When the teacher has hisher back to students

In a noisy room

When the teacher uses unfamiliar words without visual support

Misunderstanding instructions

Misunderstanding long complex sentences

Screening out unimportant information

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood

bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly

bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo

Other Difficulties

>

IEPS

ACCOMMODATIONS

MODIFICATIONS

SPECIALIZED TUTORING amp READING PROGRAMS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

BE AWARE OF THE SIGNS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

GENERAL

LISTENING DIFFICULTIES

MATH DIFFICULTIES

ORGANIZATIONAL SKILLS

PHYSICAL PROBLEMS

PERFORMANCE DURING TESTS AND EXAMINATIONS

Common Traits and Behaviours in Students

with Dyslexia

>

bull Most students will exhibit at least 10 or more traits or behaviours

bull Only qualified diagnostician s may test and diagnose dyslexia

bull Signs of dyslexia manifest themselves differently in different age groups

Common Traits and Behaviours in Students

with Dyslexia

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Appears bright highly intelligent and articulate but unable to read write or spell at grade level

Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo

Has difficulty sustaining attention seems hyper or daydreamerldquo

Arenrsquot behind enough or bad enough to be helped in the school setting

They may have a high IQ but not test well academically tests well orally but not written

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies

bull They may be easily frustrated and emotional about school reading or testing

bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering

bull Seems to Zone out or daydream often gets lost easily or loses track of time

bull Learns best through hands-on experience demonstrations experimentation observation and visual aids

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

When the teacher has hisher back to students

In a noisy room

When the teacher uses unfamiliar words without visual support

Misunderstanding instructions

Misunderstanding long complex sentences

Screening out unimportant information

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

IEPS

ACCOMMODATIONS

MODIFICATIONS

SPECIALIZED TUTORING amp READING PROGRAMS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

BE AWARE OF THE SIGNS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

GENERAL

LISTENING DIFFICULTIES

MATH DIFFICULTIES

ORGANIZATIONAL SKILLS

PHYSICAL PROBLEMS

PERFORMANCE DURING TESTS AND EXAMINATIONS

Common Traits and Behaviours in Students

with Dyslexia

>

bull Most students will exhibit at least 10 or more traits or behaviours

bull Only qualified diagnostician s may test and diagnose dyslexia

bull Signs of dyslexia manifest themselves differently in different age groups

Common Traits and Behaviours in Students

with Dyslexia

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Appears bright highly intelligent and articulate but unable to read write or spell at grade level

Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo

Has difficulty sustaining attention seems hyper or daydreamerldquo

Arenrsquot behind enough or bad enough to be helped in the school setting

They may have a high IQ but not test well academically tests well orally but not written

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies

bull They may be easily frustrated and emotional about school reading or testing

bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering

bull Seems to Zone out or daydream often gets lost easily or loses track of time

bull Learns best through hands-on experience demonstrations experimentation observation and visual aids

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

When the teacher has hisher back to students

In a noisy room

When the teacher uses unfamiliar words without visual support

Misunderstanding instructions

Misunderstanding long complex sentences

Screening out unimportant information

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

BE AWARE OF THE SIGNS

So What Can Teachers Do to Help Their Students With

Dyslexia

>

GENERAL

LISTENING DIFFICULTIES

MATH DIFFICULTIES

ORGANIZATIONAL SKILLS

PHYSICAL PROBLEMS

PERFORMANCE DURING TESTS AND EXAMINATIONS

Common Traits and Behaviours in Students

with Dyslexia

>

bull Most students will exhibit at least 10 or more traits or behaviours

bull Only qualified diagnostician s may test and diagnose dyslexia

bull Signs of dyslexia manifest themselves differently in different age groups

Common Traits and Behaviours in Students

with Dyslexia

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Appears bright highly intelligent and articulate but unable to read write or spell at grade level

Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo

Has difficulty sustaining attention seems hyper or daydreamerldquo

Arenrsquot behind enough or bad enough to be helped in the school setting

They may have a high IQ but not test well academically tests well orally but not written

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies

bull They may be easily frustrated and emotional about school reading or testing

bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering

bull Seems to Zone out or daydream often gets lost easily or loses track of time

bull Learns best through hands-on experience demonstrations experimentation observation and visual aids

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

When the teacher has hisher back to students

In a noisy room

When the teacher uses unfamiliar words without visual support

Misunderstanding instructions

Misunderstanding long complex sentences

Screening out unimportant information

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

GENERAL

LISTENING DIFFICULTIES

MATH DIFFICULTIES

ORGANIZATIONAL SKILLS

PHYSICAL PROBLEMS

PERFORMANCE DURING TESTS AND EXAMINATIONS

Common Traits and Behaviours in Students

with Dyslexia

>

bull Most students will exhibit at least 10 or more traits or behaviours

bull Only qualified diagnostician s may test and diagnose dyslexia

bull Signs of dyslexia manifest themselves differently in different age groups

Common Traits and Behaviours in Students

with Dyslexia

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Appears bright highly intelligent and articulate but unable to read write or spell at grade level

Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo

Has difficulty sustaining attention seems hyper or daydreamerldquo

Arenrsquot behind enough or bad enough to be helped in the school setting

They may have a high IQ but not test well academically tests well orally but not written

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies

bull They may be easily frustrated and emotional about school reading or testing

bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering

bull Seems to Zone out or daydream often gets lost easily or loses track of time

bull Learns best through hands-on experience demonstrations experimentation observation and visual aids

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

When the teacher has hisher back to students

In a noisy room

When the teacher uses unfamiliar words without visual support

Misunderstanding instructions

Misunderstanding long complex sentences

Screening out unimportant information

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

bull Most students will exhibit at least 10 or more traits or behaviours

bull Only qualified diagnostician s may test and diagnose dyslexia

bull Signs of dyslexia manifest themselves differently in different age groups

Common Traits and Behaviours in Students

with Dyslexia

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Appears bright highly intelligent and articulate but unable to read write or spell at grade level

Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo

Has difficulty sustaining attention seems hyper or daydreamerldquo

Arenrsquot behind enough or bad enough to be helped in the school setting

They may have a high IQ but not test well academically tests well orally but not written

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies

bull They may be easily frustrated and emotional about school reading or testing

bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering

bull Seems to Zone out or daydream often gets lost easily or loses track of time

bull Learns best through hands-on experience demonstrations experimentation observation and visual aids

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

When the teacher has hisher back to students

In a noisy room

When the teacher uses unfamiliar words without visual support

Misunderstanding instructions

Misunderstanding long complex sentences

Screening out unimportant information

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Appears bright highly intelligent and articulate but unable to read write or spell at grade level

Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo

Has difficulty sustaining attention seems hyper or daydreamerldquo

Arenrsquot behind enough or bad enough to be helped in the school setting

They may have a high IQ but not test well academically tests well orally but not written

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies

bull They may be easily frustrated and emotional about school reading or testing

bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering

bull Seems to Zone out or daydream often gets lost easily or loses track of time

bull Learns best through hands-on experience demonstrations experimentation observation and visual aids

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

When the teacher has hisher back to students

In a noisy room

When the teacher uses unfamiliar words without visual support

Misunderstanding instructions

Misunderstanding long complex sentences

Screening out unimportant information

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies

bull They may be easily frustrated and emotional about school reading or testing

bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering

bull Seems to Zone out or daydream often gets lost easily or loses track of time

bull Learns best through hands-on experience demonstrations experimentation observation and visual aids

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

When the teacher has hisher back to students

In a noisy room

When the teacher uses unfamiliar words without visual support

Misunderstanding instructions

Misunderstanding long complex sentences

Screening out unimportant information

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

When the teacher has hisher back to students

In a noisy room

When the teacher uses unfamiliar words without visual support

Misunderstanding instructions

Misunderstanding long complex sentences

Screening out unimportant information

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Memorizing multiplication tables

Reversing numbers

Losing place in long division

Difficulty with word problems because of poor reading skills

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Forgetting assignments andor appointments

Forgetting books at home or at school

Losing papers

Miscalculating the time needed for tasks

Getting lost in an unfamiliar building (sometimes in a familiar building as well)

Getting mixed up between left-right west-east up-down

Difficulty telling the time ( if using a clock with hands)

Messy desk

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Migraine headache caused by fluorescent lighting or weather

Inability to concentrate under particular weather conditions

Extreme stress during testing situations

Unexplained days of total fatigue

A feeling of being overwhelmed when a large amount of writing is required

Circulation problems affecting the ability to sit still for a long period of time

Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Motion sickness caused by verticalhorizontal blinds in a room

Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)

Sensitivity to perfumes strong deodorant or chemicals

Physical pain in wrist and hands in producing written work

Motion sickness affecting the ability to use elevators escalators driving etc

Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Discrepancy between knowledge of subject matter and performance on tests

Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)

Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)

Inability to produce written work on the spot

Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)

>

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

General

Listening difficulties

Math difficulties

Organization skills

Physical problems

Performance during tests and exams

Inability to write in a room with fluorescent lighting (causes words on the page to move)

Slow reading makes understanding lsquotrickrsquo questions next to impossible

Does not ldquoseerdquo non-image words such as at after last etc

Substituting a word not picked up by the spellchecker

>

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

What Else Can Teachers Do To Help Their Students With

Dyslexia

>

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

What Teachers Can Do

Understand that children with dyslexia experience many setbacks both academically and emotionally

Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive

>

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

What Teachers Can Do

Finally

Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom

>

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

Accommodations Materials amp Teaching

Use explicit teaching procedures

Use step-by-step instructions

Provide graphic organizers

Write legibly on the board or on the studentrsquos papers

Avoid cluttered text blackboard

Clarify or simplify written directions

Keep written instructions short and precise

Provide student with oral instructions

Use mnemonic instruction

Avoid complex language

Highlight essential information in handouts and the blackboard

What Teachers Can Do

>

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

Accommodations Materials amp Teaching

Simultaneously combine verbal and visual information

Use a type face which is easier to read (ask the student)

Permit tape recoding or make typewritten notes available

Allow students to tape record responses to class assignments

Provide additional practice activities

Provide a content glossary

Develop reading guidesUse coloured paperAvoid vertical andor

horizontal blinds in the viewing range of the student

Try to avoid fluorescent lighting

Maintain predictable daily routines

What Teachers Can Do

>

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

Accommodations Materials amp Teaching

Reinforcing students for class participation

Repeat directions

Emphasize daily Review

What Teachers Can Do

>

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

Accommodations Test-Taking

What Teachers Can Do

>

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

Accommodations Test-Taking

Reading level should be 2 years below grade level

Give extra time to complete the examination

Allow a scribereader knowledgeable on the subject matter to read write the exam

Allow use of a computer

Use coloured paper

Provide a private exam room without fluorescent lights

Allow a short lsquohealth breakrsquo

Accept poor grammar and spelling mistakes

avoid trick questions in multiple choice exams

Underline key words such as at after not etc on tests

What Teachers Can Do

>

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

Accommodations Test-Taking

Avoid asking questions which contain double negatives

Underline the key word in negative questions such as Which country is not in South America

Do not hesitate to clarify a particular exam question

Use fill-in-the-blank match up type tests instead of long essays

Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions

What Teachers Can Do

>

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

ModificationsAssignments Tests and the Curriculum

Utilize specialized curriculum

Allow use of calculators and computers

Modify weight of exams

Oral testing

Modify homework Lower reading level

of assignmentAdjust length of

assignment Avoid penalizing for

spelling errors

What Teachers Can Do

>

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

CASE STUDY

>

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

bull Amy is 10 years old and in grade 4

bull She is friendly sociable and very bright and her favourite subjects are art gym and science

bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions

bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind

bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level

bull She never finishes her work on time and reading for her is very laborous

bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page

CASE STUDY

>

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo

bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing

bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless

bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing

bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like

CASE STUDY

>

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play

bull Often Amy her family and her teachers would end up frustrated by her slow progress

bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time

bull They also didnrsquot want her treated any differently than the rest of the students in the class

CASE STUDY

>

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

bull Today Amyrsquos parents have chanced their mind because -

bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should

bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else

bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting

bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants

CASE STUDY

>

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

bull When Amyrsquos parents get back with her from testing

bull What sort of exceptionality if any would you think Amy might have

bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else

CASE STUDY

>

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

Side Note

Famous People with Dyslexia (1)

Famous People with Dyslexia (2)

Resources

Scholarly Articles

Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database

Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database

Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database

Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633

Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database

Resources

Periodicals

Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database

Books

Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon

Resources

WebsitesPage 1

Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm

International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf

International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf

International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf

International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf

International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf

International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf

International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf

Resources

Periodicals

Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database

Books

Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon

Resources

WebsitesPage 1

Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm

International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf

International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf

International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf

International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf

International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf

International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf

International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf

Resources

WebsitesPage 1

Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm

International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf

International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf

International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf

International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf

International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf

International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf

International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf

Resources

WebsitesPage 2

International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf

Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf

Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf

Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf

Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf

McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html

Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml

Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf