J U L I E P A T T E R S O N & C A T H E R I N E B A R T C Z A KR E A D 7 0 2 . 0 0 1

WHAT IS DYSLEXIA?

DID YOU KNOW THAT…• Reading difficulties are the most common cause of

academic failure and underachievement?• Learning to read and write are not natural for many

students?• “36% of all fourth graders read at a level described as

below basic • Many students who are at-risk are not eligible for special

education services and depend on regular classroom instruction?

• “Informed and effective classroom instruction especially in the early grades can prevent or address and limit the severity of reading and writing problems.”

• (International Dyslexia Association, 2010, P. 1)

HOW WE DEFINE DYSLEXIA?• A learning disability that primarily affects a persons ability to

learn to read and develop a strong understanding of language (Marshall, 2009).

• The International Dyslexia Association defines dyslexia as a specific learning disability that is neurobiological in origin. It is

characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction (Lyon, Shaywitz, & Shaywitz, 2003, p.2)

I wasn’t sure who to put here- it is from our book, page 153Those with dyslexia expereince problems in coping with written symbols,

despite normal intelligence which effect reading comprehension.”(LD ENC)

DEFINING DYSLEXIA CONTINUED…

• Children are either born with dyslexia or develop it in the early childhood years. It sometimes goes unnoticed until they begin to use words and symbols. (Enc. Of LD, 2006)

• These children typically read at levels significantly lower than expected despite having normal intelligence (NINDS, 2010).

• Dyslexia exists on a continuum and those with mild cases may not be able to obtain special education services and will need appropriate interventions within the general education classroom.

• Children with dyslexia can learn to read but will struggle with reading throughout their lives (Allen, 2010)

MEDICAL DEFINITION

• Some experts believe dyslexia may be caused by differenced in brain structure and function and is present at birth.• It is believed that dyslexia is hereditary• Occurs more often in males with a 4:1 ratio• (ENC of LD, 2006)

MISCONCEPTIONS ABOUT DYSLEXIA

• Diagnosis is sometimes delayed due to misconceptions about dyslexia from people, parents and teachers• People assume that children with dyslexia “see”

letters and words backwards and therefore write them backwards• There is a false belief that children with dyslexia have

difficulty copying words correctly, but the problem is that they may be reading the word incorrectly• All children with dyslexia are left-handed• (Allen, 2010, p. 24)

DYSLEXIA AND MEDICAL RESEARCH

• In adults, dyslexia can occur after a brain injury or in relation to dementia

• Recent studies have identified a number of genes that may predispose an individual to developing dyslexia

• (NINDS, 2010)• Through brain scans researchers have found:• The magno-cellular system is smaller in the brain of dyslexic

people• This area deals with our ability to see moving images• Having a smaller magno-cellular system makes reading harder,

because the brain has to quickly interpret different letters and words which the eyes see as they scan words and sentences. (Dyslexia Parent)

MEDICAL RESEARCH CONTINUED..

• EEG’s show:• Brains of dyslexic children show an unusual variation in

left- and right-side activity• Non-dyslexic children use the left side for language work,

dyslexic children need the right side as well• The right side is not intended for language work, thus

children and adults with dyslexia have to work about six times harder when dealing with text

• (Dyslexia Parent)

IDENTIFYING A STUDENT WITH DYSLEXIA

• Identifying dyslexia is complex• Results on one test cannot be used to diagnose a

student with dyslexia• Results of multiple test may show a pattern of

difficulty reading single words, inaccurate and slow oral reading and difficulty with functional words (i.e. the, is, an, etc.)• The child’s history needs to be considered• Information from parents and previous teachers

should be collected

POTENTIAL READING PROBLEMS ASSOCIATED WITH DYSLEXIA

• Unable to understand what is read• Lack of sound awareness including blending sounds to make words• Problems with spelling• Problems with letter order in words• Difficulty with rhyming words• Trouble pronouncing words• Delay in speaking• Delay in learning the alphabet, numbers, days of the week, months,

shapes, colors or other basic information• Difficulty understanding subtleties of language such as jokes or

slang• Difficulty with phonological processing (manipulation of sounds)• Difficulty with rapid visual-verbal responding• (Enc. Of LD, 2006 and NINDS, 2010)

WHO ARE AT-RISK?

• Many experts consider dyslexia to be hereditary (Davis, 2010).• Where identified, between a third and a half of

children have a history of learning disabilities in their family.• More than half have a family member who is left-

handed (Dyslexia Parent)

SHOULD WE CHANGE THIS TITLE SINCE ANOTHER GROUP IS DOING AT RISK STUDENTS?AT RISK CONTINUED..

• In children who suffer from frequent colds and throat infections prior to age 5, the ears can be blocked from time to time causing hearing to be impaired• Difficulty in hearing can go unnoticed in early stage• The developing brain does not make links between the

sounds it hears• Can cause delay in phonemic awareness forming lifelong

difficulties if corrective action is not taken at a very early stage (Dyslexia Parent).

CHARACTERISTICS OF CHILDREN WITH DYSLEXIA AFTER FREQUENT INSTRUCTION

Difficulties in Reading• Oral communication• Organizational skills• Following instructions• Telling time• (Marshall, 2010)• Confusion with left and

write(Encyclopedia of Learning Disabilities)

Difficulties in Writing• Difficulty with spelling• Noticed in short, simple words• “jumbled spelling” where all the

correct letters are present, but written in the wrong order

• Writing letter (mix b and d)• Commonly write B instead of b

• numbers backwards (mix 6, 9, and p)

(Dyslexia Teacher)• Forget to dot i and cross t• Use punctuation in the wrong

place or not at all (chivers)

OTHER CHARACTERISTICS…

• Difficulty in math especially with sequencing• Difficulty organizing • Difficulty following 2 or 3 step instructions • (Dyslexia Teacher)• Difficulty copying from the blackboard?• Short term memory problems with printed words

and instructions. (Chivers, 2006)

CHARACTERISTICS IN ADULTS

Difficulties in Reading• May take a long time to

read • Need to re-read the same

piece several times• Often lose their place

when reading• Miss endings of words• Leave words out• Read correctly but do not

understand what they read

Difficulties in Writing• Have difficulty taking

notes• Produce messy work• Unsure of where to

start when writing• Have poor punctuation• Make many spelling

errors

(Chivers, 2006)

EARLY IDENTIFICATION CHECKLIST FOR DYSLEXIA

In preschool children

• Is there a family history of learning difficulties?

• Does the child have delayed speech, a lisp or unclear speech?

• Does he/she have problems getting dressed, putting shoes on the correct feet, or doing up buttons, laces, etc.?

• Does the child enjoy hearing stories but shows no interest in written words?

• Can he/she clap a rhythm back? (Chivers, 2006)

In school-age children• Is there a noticeable difference between the

child’s ability and their actual achievement?• Does the child miss out words when reading?

Can we change to miss or leave out?• Is the child reluctant to read aloud?• Does the child get confused when following

directions, for example when playing a game?• Does he/she transpose words?• Does the child read a word correctly? and then

misread it later on in the same passage?• Does the child often lose their place when

reading?• Does he/she confuse letters that sound the

same such as v,f,th?(Dyslexia Parent)

HOW COMMON IS DYSLEXIA?

• It may affect one out of five children in the classroom setting• An estimated 15% of the population has reading

difficulties (Marshall, 2010).•

HELPING STUDENTS SHOULD WE CHANGE AT RISK?AT-RISK SUCCEED

• Students are treated for dyslexia with skilled teaching (International Dyslexia Association, 2010, P. 1)

• Use multisensory methods for teaching reading, writing and math

• Use memory mnemonics• When teaching vocabulary encourage students to draw

pictures or act out new words(I have to go back to ebscohost for this source)

• Modify teaching methods and educational environment to meet the specific needs of the individual with dyslexia

• Be mindful of Early identification and interventions • Utilize Support of family and friends (NINDS, 2010)

HELPING STUDENTS CONTINUED..

• Improving the child’s self-confidence is critical to their academic growth and success (Dyslexia Parent, 2007).• Help student to organize with folders and color-

coded systems (Dyslexia Teacher)• Use appropriate and genuine praise• Help to organize work and schedules (do you

mean class schedules?)• Encourage good posture and writing techniques

(Dyslexia Parent, 2008)

IMPLICATIONS IN THE CLASSROOM

• “The longer it takes to identify a child with dyslexia the more difficult it is to get them to read proficiently” (Allen, 2010, p.25)• We must evaluate student’s history, observe

students in classrooms, and administer reading assessments that pinpoint the weakness of the student • Evaluation should be done prior to third grade• Provide explicit, intensive phonics instruction in

small group or one-on-one settings.

IMPLICATIONS FOR WRITING INSTRUCTION

INSTRUCTIONS FOR READING INSTRUCTION

REFERENCES