Dyslexia
“Dyslexia is 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.”
https://dyslexiaida.org/definition-of-dyslexia/
Dyslexia is the most common, most highly researched, and best understood forms of learning disabilities. It occurs primarily at the level of the single word and involves the ability to decode printed words. It used to be called word confusion.
Secondary consequences may include:
1. Problems in reading comprehension
2. Reduced reading experience that can impede growth of vocabulary and background knowledge
https://dyslexiaida.org/definition-of-dyslexia/
Dyslexia is the most common, most highly researched, and best understood forms of learning disabilities. It occurs primarily at the level of the single word and involves the ability to decode printed words. It used to be called word confusion.
Secondary consequences may include:
1. Problems in reading comprehension
2. Reduced reading experience that can impede growth of vocabulary and background knowledge
Resources: https://padlet.com/tmontgomery3/DyslexiaRe
Texas Education Code 28.006
* Each school district shall administer, at the K, First, and Second grade levels, a reading assessment from a list approved by the Commissioner or by the district-level committee.
* Each school district shall notify the parent / guardian of each student in K, 1, 2 who is determined on the basis of the reading instrument results, to be at risk for dyslexia or other reading difficulties.
* Program Monitoring (formally District Effective & Compliance (DEC) monitoring) of K-2 Assessment & Accelerated Reading Instruction (ARI) included in Dyslexia Indicators.
* The district or charter school must also implement an accelerated (intensive) reading program that appropriately addresses the students' reading difficulties and enables them to "catch up" with their typically performing peers.
* Each school district shall notify the parent / guardian of each student in K, 1, 2 who is determined on the basis of the reading instrument results, to be at risk for dyslexia or other reading difficulties.
* Program Monitoring (formally District Effective & Compliance (DEC) monitoring) of K-2 Assessment & Accelerated Reading Instruction (ARI) included in Dyslexia Indicators.
* The district or charter school must also implement an accelerated (intensive) reading program that appropriately addresses the students' reading difficulties and enables them to "catch up" with their typically performing peers.
Teaching a Dyslexic Brain
Dyslexia is a reading disorder.
To read we must be able to:
Recognize letter
Recognize phonemes
Link the sounds to visual letters
3 key systems in the brain:
Boca's area
- Vocabulary and articulate and recognizing words
Left Prieto-Temporal Area
- Decode words using phonemes, reading whole words, constructing from smaller parts of word
Occipito -Temporal Area
- Visual word form area, memory of word forms and map sounds to corresponding letters
Dyslexic people have a deficit in phonological system.
Adult dyslexics are compensated readers. They are using neural detour.
Dyslexic students should learn phonics to help them read.
To read we must be able to:
Recognize letter
Recognize phonemes
Link the sounds to visual letters
3 key systems in the brain:
Boca's area
- Vocabulary and articulate and recognizing words
Left Prieto-Temporal Area
- Decode words using phonemes, reading whole words, constructing from smaller parts of word
Occipito -Temporal Area
- Visual word form area, memory of word forms and map sounds to corresponding letters
Dyslexic people have a deficit in phonological system.
Adult dyslexics are compensated readers. They are using neural detour.
Dyslexic students should learn phonics to help them read.
Instructional Approaches
Explicit, Direct Instruction:
1. Directly explain and demonstrate all skills and concepts
2. Present reading and writing skills sequentially and cumulatively. Instruction must follow the logical order of language.
3. Review and reinforce (Practice - Practice)
4. Individualize
5. Intensive, highly concentrated instruction that maximizes - student engagement
6. Meaning-based instruction
7. Emphasis on comprehension and composition
8. Simultaneous multi-sensory - visual, auditory, kinesthetic / tactile in order to enhance learning and memory
1. Directly explain and demonstrate all skills and concepts
2. Present reading and writing skills sequentially and cumulatively. Instruction must follow the logical order of language.
3. Review and reinforce (Practice - Practice)
4. Individualize
5. Intensive, highly concentrated instruction that maximizes - student engagement
6. Meaning-based instruction
7. Emphasis on comprehension and composition
8. Simultaneous multi-sensory - visual, auditory, kinesthetic / tactile in order to enhance learning and memory
Accommodations
1. CDs of books
2. Summaries of chapters
3. Use of marker or highlighting tape
4. Assign peer reading buddies
5. Use colored transparency or overlay
6. Review vocabulary prior to reading
7. Provide a one-page summary and / or review of important facts
8. Do not require student to read aloud
2. Summaries of chapters
3. Use of marker or highlighting tape
4. Assign peer reading buddies
5. Use colored transparency or overlay
6. Review vocabulary prior to reading
7. Provide a one-page summary and / or review of important facts
8. Do not require student to read aloud
Curriculum Accommodations
1. Shortened assignments to focus on mastery of key concepts
2. Shorten spelling tests to focus on mastering the most functional words
3. Substitute alternatives for written assignments (posters, oral/taped or video presentations, projects, collages, etc.)
2. Shorten spelling tests to focus on mastering the most functional words
3. Substitute alternatives for written assignments (posters, oral/taped or video presentations, projects, collages, etc.)
Classroom Environment
1. Provide a computer for written work
2. Seat the student close to the teacher in order to monitor understanding
3. Provide quiet during intense learning times
2. Seat the student close to the teacher in order to monitor understanding
3. Provide quiet during intense learning times
Learning Accommodations
- Use different colors and fonts
- Read the test to students, reread as well (use diction and intonation, slow down)
- Do not ask them to read aloud but do that in a small group
- Make an auditory center
- Allow the student to use key board when appropriate
- Accept oral responses
- Use all learning modalities
- Provide visual aids
- Provide pictures of directions, simplify directions, state directions orally
- Use larger print
- Provide extra time
- Use videos
- Reduce reading assignments
- Let read below their reading level to let them feel the accomplishment
- Use manipulatives
- Provide explicit phonics instruction
- Teach patterns
- Provide notes of lessons for parents or students
- Repeat what needs to be learned over and over
- Make learning fun
- Remember: it doesn't mean the students are stupid, they just need extra help and extra time
- Read the test to students, reread as well (use diction and intonation, slow down)
- Do not ask them to read aloud but do that in a small group
- Make an auditory center
- Allow the student to use key board when appropriate
- Accept oral responses
- Use all learning modalities
- Provide visual aids
- Provide pictures of directions, simplify directions, state directions orally
- Use larger print
- Provide extra time
- Use videos
- Reduce reading assignments
- Let read below their reading level to let them feel the accomplishment
- Use manipulatives
- Provide explicit phonics instruction
- Teach patterns
- Provide notes of lessons for parents or students
- Repeat what needs to be learned over and over
- Make learning fun
- Remember: it doesn't mean the students are stupid, they just need extra help and extra time