UNDERSTANDING DYSLEXIA
And Ways to Support the Dyslexic Learner
Laurie M. Moloney, CALT!
Arlington Public Schools Dyslexia Conference !
Kenmore Middle School
200 S. Carlin Springs Road,
Arlington, VA 22204!
October 28, 2017
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Understanding Dyslexia: Definition, Myths, Diagnosis, and Interventions, Lecture notes of History
An in-depth look into dyslexia, including its definition, common myths, diagnostic patterns, and interventions. Dyslexia is a difficulty with phonological and orthographic processing, affecting reading and spelling. This document also discusses the importance of early identification and prevention, and provides resources for screening and diagnosis. It debunks common myths about dyslexia and highlights the strengths and talents of individuals with dyslexia.
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UNDERSTANDING DYSLEXIA
And Ways to Support the Dyslexic Learner
Laurie M. Moloney, CALT Arlington Public Schools Dyslexia Conference Kenmore Middle School 200 S. Carlin Springs Road, Arlington,VA 22204 October 28, 2017
DYSLEXIA - ETYMOLOGY
A term of Greek origin dys- (impaired) lexicos ( pertaining to words) Term invented in1887 by German ophthalmologist Rudolph Berlin
DYSLEXIA DEFINED
Dyslexia is a difficulty with phonological and orthographic processing - the sound/symbol relationships for reading and spelling Those with double-deficit dyslexia struggle also with rapid naming, which negatively impacts the ability to process visual information rapidly, therefore affecting fluency orthographic dyslexia negatively impacts spelling
DYSLEXIA MYTHS
Dyslexics see and write letters and words backwards Dyslexia is just a reading problem Affects more boys than girls Represents a lack of cognitive ability or lower intelligence Dyslexics will never become normal readers and spellers A vision problem that can be aided by eye muscle therapy
RED FLAGS - SPEECH
Difficulty learning to recite nursery rhymes, alphabet, days of the week, and months of the year — anything learned in sequence Often tunes in to only parts of words: confuses sapphire with pacifier, entrance as in a trance; lacks a feeling for the integrity of the single word as a semantic unit Difficulty breaking words into syllables, syllables into sounds; cannot easily manipulate phonemes (letter sounds) Speech usually in normal range but may be “cluttered” Mixes up sounds in syllables, syllables in words, words in phrases; retrieval issues
Stressful, halting, struggling attempts to read Many reversals, inversion, right-to-left tracking Lots of guessing, using context and picture clues Memorizes passages read aloud by others and fakes it Slow to develop memory for sight words Comprehends ideas and content if read to; just cannot decode
RED FLAGS - READING
COMORBIDITIES
Dysgraphia (difficulty making letter forms by hand); maladaptive pencil grip; impairments in legibility, automaticity, and speed; reduced output Oral and Written Language Learning Disability (OWL LD) ADHD/ADD Executive Dysfunction Math learning difficulties/Dyscalculia
DYSLEXICS I’VE KNOWN
Same diagnostic label Different sets of strengths and weaknesses from student to student Dyslexia exists on a continuum
SCREENING TOOLS - SAMPLE
Shaywitz Dyslexia Screen - http://dyslexia.yale.edu Dibels Next - http://dibels.org/dibelsnext.html AIMSweb - www.aimsweb.com Predictive Assessment of Reading (PAR) http://onlinepar.net Texas Primary Reading Inventory (TPRI) https://www.tpriorg/index.html
DIAGNOSING DYSLEXIA
Diagnosticians: licensed psychologists, neuropsychologists, speech-language pathologists Involves parent intake, teacher surveys, classroom observation, testing, interpretation Pre-K to adult - different instruments: phonemic and phonological awareness, phonological processing, oral reading rate and accuracy, reading comprehension, spelling, and word meaning, among others IQ - WPPSI, WISC, WAIS - Verbal & Perceptual Reasoning, Working Memory, and Processing Speed Selected academic achievement tests based on presentation of symptoms
A BIT OF HISTORY
Modern human species emerges 195,000 years ago c. 3300 BCE - Cuneiform c. 1450 England - hornbooks c. 1600-1776 - the Bible is the book Late 1700’s - Secular spellers, grammar handbooks, and “readers” emerge - phonics is taught to mastery
FIRST AMERICAN TEXTBOOKS
A Grammatical Institute of the English Language, Comprising an Easy, Concise, and Systematic Method of Education, Designed for Use of English Schools in America. In Three Parts. Noah Webster’s Speller began with the alphabet and moved systematically through the different sounds of vowels and consonants, then syllables, then simple words, then more complex words, to sentences. 1783- 60 million copies sold
WHERE IS HERE?
While only 10-17% are dyslexic, 64% of 8th graders in VA, and 63% of 8th graders in MD read below a proficient level (Nat’l Assessment of Educational Progress, 2015) 85% of those who enter the juvenile justice system are functionally illiterate; More than 60% of prison inmates are functionally illiterate (oneworldliteracyfoundation.com) 80% of U.S. families did not buy a single book in 2015 (statisticbrain.com) 57% of books go unfinished (statisticbrain.com) Fiction now deemphasized, cursive eliminated from Common Core Standards 1956 - International Literacy Association (formerly the IRA)- $20M “A Whole-Language Defense League” Part of the “Education Industrial Complex” 1949 - International Dyslexia Association - $2.5M “Structured Literacy”
ELEMENTS OF AN EFFECTIVE
INTERVENTION
Phonological & Phonemic Awareness Training Instant letter recognition training Phonics (sound-symbol pairing) Instruction in the six types of syllables and syllable division patterns Spelling Instruction Handwriting Instruction (concurrent with phonics!) Reading Comprehension Instruction - Vocabulary Expansion (morphology), Text Analysis, Non-literal language, Note-taking Academic Writing Instruction