dyslexia: insights and current understandingsaimvaseptember2015.pbworks.com/w/file/fetch... ·...

Mary Murray Stowe, M.Ed.

TTAC at the College of William and Mary

And the Virginia Department of Education

mmstowe@wm.edu

(AIM VA November 2015 and AIM VA September 2015http://tinyurl.com/p5quddp )

( VCASE May 2015 http://tinyurl.com/n85ec97 )

http://ttacwm.blogs.wm.edu/dyslexia-insights-and-current-understandings/

Dyslexia: Insights and Current Understandings

HB-842http://lis.virginia.gov/cgi-bin/legp604.exe?161+ful+CHAP0649

Dyslexia in Virginia

• Online learning experiences to meet the criteria of HB842

Tier One – will meet the guidelines laid out within the code

Tier Two – will provide more indepth information regarding dyslexia

• Frequently Asked Questions document as a supplement to the SLD Guidance Document, Virginia’s Guidelines for Educating Students with Specific Learning Disabilities; http://www.doe.virginia.gov/special_ed/disabilities/learning_disability/learning_disabilities_guidelines.pdf

• Provide competencies for higher education for teacher training programs

HB 2395 (from Appropriations with an amendment) and SB1516 (from Educ and House to Senate with accepted with

amendment to third reading) http://lis.Virginia.gov `

Multisensory Structured Language Instruction Pilot Projects I, TA x 2, II, III

http://www.doe.virginia.gov/administrators/superintendents_memos/2016/056-16.shtml

Trained almost 250 teachers in 96 divisions through the first and targeted assistance cohorts in 2015 – 2017 to date (in the works are two additional cohorts of teachers through VDOE)

TTAC WM resource: Multisensory Structured Language Instruction Lesson Plan

https://forms.wm.edu/form/view/16218/dd33e2985a7951bae843f249e3dddd76

Guidance: IDA, VA Administrative Code,

OSERS, and OCR

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.

Adopted by the IDA Board of Directors, Nov. 12, 2002. This definition is also used by the

National Institute of Child Health and Human Development (NICHD) and is in the

Virginia and Federal Regulations.

These difficulties typically result from a deficit in

the phonological component of language that is

often unexpected in relation to other cognitive

abilities and the provision of effective classroom

instruction. Secondary consequences may include

problems in reading comprehension and reduced

reading experience that can impede growth of

vocabulary and background knowledge.

Dyslexia also within the Virginia Code: (1 of 2)

8VAC20-81-10. Definitions…

"Specific learning disability" means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.

From the Virginia Administrative Code: http://leg1.state.va.us/cgi-bin/legp504.exe?000+reg+8VAC20-81-10

(2 of 2) Dyslexia is distinguished from other learning disabilities due to its weakness occurring at the phonological level. 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. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.

(§ 22.1-213 of the Code of Virginia; 34 CFR 300.8(c)(10))

Guidance from OSERS

From the definition within the Virginia Administrative Code:

What are the key take aways from the definition, other than the characteristics and secondary consequences?

Neurobiological in origin

deficit in the phonological component of language

unexpected

Gabrieli, 2015

Possible symptoms of poor phonological working memory:

Not able to accomplish multiple steps

Forget all sounds in sound blending

Not able to identify discrete sounds within a word or segments of a word, phrase, or sentence

Loses track of the story

Cannot remember phone numbers

Cannot remember sounds within multisyllabic words Moats, 2009

“unexpected”

….unexpected in relation to other cognitive abilities and the provision of effective classroom instruction…

Students with phonological processing issues may not be dyslexic. The issue must be unexpected in relation to other skills. Requirements for the identification for SLD do not include and are not a result of intellectual challenges, a hearing issue, low SES, inadequate instruction, and so on….

Prevalence

Prevalence of a Specific Learning Disability:

SLD is the highest incidence of students receiving special education services (42% of the 5.7 million school-age children with all kinds of disabilities.

There are 2.4 million American publicschools students (approximately 5 % of the total public school enrollment)identified with SLD under IDEA.

75 to 80% of special education students identified as LD have their basic deficits in language and reading (National Institutes of Health)http://ldaamerica.org/support/new-to-ld/

State of LD, 2014

Depending on the definition used, 5% to 10% (20%) of the population is considered to have dyslexia; however, because of the nature of the definitional issues…an estimate of prevalence is specific to a particular sample and to the definition used in a study.

(Siegel, 2006)

Prevalence and DefinitionsEstimates range from 5 to 20%

The Shaywitz from Yale Center on Dyslexia and Creativity report 5 to 17%

Moats and Dakin, 2012 report 15 to 20% of population has

characteristics through an IDA Fact Sheet

Mayo Clinic through an Epidemiological (incidence of) Study,

Rochester, Minnesota reports 11%

Maryanne Wolf reports 10% during a 2015 Presentation in Fairfax Co.

Assessment

Study for Dyslexia Screener for Kindergartners: (Please read this study)

http://leg2.state.va.us/dls/h&sdocs.nsf/fc86c2b17a1cf388852570f9006f1299/cbf35e67f28c8b328525773f005a73e6/$FILE/SD4.pdf

The study results indicated that PALS is reliable and valid instrument, sufficient to identify a reading challenge. A rapid naming component (RAN) was suggested as a possible enhancement as well as a mid-year screening.

…the IDA states that a screening tool developed by researchers for the purpose of locating those students who are “at risk” for reading difficulty should be utilized and preventive intervention should begin immediately.

If you suspect a reading challenge from the PALS’ results, additional testing may be done to provide appropriate interventions.

If you suspect a disability from the results of the PALS screener, the student should be referred for evaluation.

Subtests of the PALS Screeners Phonology Impaired performance on phonemic tasks:

- Deletion (say “split” without the “p”) - Matching (do “bat” and “let” end with

the same sound?) - Blending (what is the word when you

combine the sounds, “b”, “a”, ad “t”?) May exhibit residual deficits on other phonological measures (e.g., letter names, sounds)

PALS‐K is a measure of children’s knowledge of several important literacy fundamentals including the following:

Phonological Awareness

o Rhyme Awareness o Beginning Sound Awareness

Alphabet Knowledge/Lower‐case recognition

Letter‐Sound Knowledge

Concept of Word ‐‐ (a) accurately usewords in a

memorized rhyme, (b) use context to identify individual words within a given line of text, and (c) identify words presented outside of the text.

Word Recognition in Isolation (optional)

Reading aloud Performance is slow, dysfluent, error-prone

- Particular difficulty with irregularly pronounced words (said, once, give)

- In shallower orthographies, pronunciations are accurate but slow

- Errors often based on incorrectly guessing word from initial letter and context

Poor at sounding out pseudowords (nust, mave, trask)

PALS 1‐3 measures the following:

Spelling

Word Recognition

Oral Reading Accuracy

Fluency & Rate

Comprehension

Alphabet Recognition

Letter Sounds

Concept of Word

Blending

Sound‐to‐Letter

Processing speed Slow at naming familiar digits, colors, objects (RAN – Rapid Automatized Naming task) Difficulty reading words fluently, not just accurately

Orthography Limited knowledge of orthographic structure;

- Difficulty distinguishing legal from illegal letter strings (dorn vs. dolr)

Weak knowledge of word spellings - -misspellings - Misidentification (rain or rane?) - Dysfluency in generating spellings

Working Memory Deficits on “verbal working memory” tasks

- Non-word repetition (fragistat”, “contoban”)

PALS – K and PALS 1 - 3Phonological awareness Alphabet awarenessLetter sound knowledgeSpellingConcept of wordWord recognition in isolationOral passage reading

PALS – KRhyme unitsIsolate beginning soundsAlphabetLetter sounds (not timed by design)Phoneme-grapheme correspondencesConcept of wordWord recognition (sight word based;

most not decodable)

VDOE Study 2010Seidenberg 2017 and CDOE PALS Document 2014

Assessment for Four Purposes:

Screening to determine risk for reading difficulty and need for additional intervention

Progress monitoring to determine if adequate progress made or need more intervention to achieve grade level reading outcomes

Evaluation of the effectiveness of a program

Evaluate/identify to help plan instruction by providing information about skills and instructional needs

(Moats, 2005)

When we are evaluating or identifying, what should we examine for possible instructional

planning?

• Family history• General intellectual functioning• Information on cognitive processing: language, memory, auditory

processing, visual processing/visual motor integration, reasoning abilities and executive functioning

• Specific oral language skills related to reading and writing success• Phonological processing• Determine level of functioning in basic skill areas of reading, spelling,

written language, and math

(NCLD, 2013 via Rosenberg 2015)

Typical Characteristics

Typical Characteristics by Grade

No two individuals with dyslexia are alike!

These variations can be considerable according to the:

• Severity of the problem

• Duration of the problem

• Responsiveness of the problem to instruction

• Relative difficulty a person has with related aspects of reading, spelling, writing, math, or language learning

• Co-existing conditions

• Co-existing strengthsMoats and Tolman, 2009

Instruction

Literacy Timeline – How did you learn to read?Rozzelle and Scearce, 2009

Reading Instruction: Multisensory and Structured

Students with dyslexia and others with challenges in acquiring the foundational skills of reading typically benefit from reading instruction that is structured, systematic, direct, sequential, cumulative, and multisensory. (Birsh, 2011; Moats and Dakin, 2008)

For more information:

Multisensory Structured Language Instruction E-Learning Series

http://education.wm.edu/centers/ttac/resources/webinar/languageinstruction/index.php

http://www.winsorlearning.com/images/downloads/pdf/find-out-more/IDA-Matrix-of-Multisensory-Language-Programs.pdf

Examples of Multisensory Structured Language Instructional Approaches and Programming:

Orton Gillingham Approach SlingerlandAlphabetic Phonics Sonday SystemAssociation Method Sounds in SyllablesLanguage! Spalding MethodLexia – Herman Method Starting OverLindamood-Bell Wilson FundationsProject Read Wilson ReadingRecipe for Reading Take Flight

Multisensory Language Instruction Pilot Program

August 2015 to present VDOE has trained about 250 teachers with the Orton Gillingham Classroom Educator Approach through three cohorts covering the commonwealth, and two targeted assistance cohorts. Each cohort is being provided support through our TTAC system for implementation. Participation in the OG CE certification process was offered through competitive application with hope of offering this opportunity again. Two additional cohorts are in the planning stages given funding available.

Teaching is done using all learning pathways in the brain (visual/auditory, kinesthetic-tactile) simultaneously in order to enhance memory and learning.

IMSLEC

What?: Multisensory

Why?: Multisensory

Information can be processed on a modality-specific basis [visual, auditory, kinesthetic etc.], but when they converge and the information is integrated in the brain, stronger neural pathways are created.

Performance enhancement is greater for multisensory than unisensorystimuli.

Multisensory Integration in the Brain, 2015

Paul J. Laurienti, M.D., Ph.D. Department of Radiology, ANSIR, Advanced Neuroscience Imaging Research, Wake Forest University

Judith Willis, in Research-Based Strategies to Ignite Student Learning, suggests that the more sensory areas used in learning a task, the stronger the neural connections, the associations for learning, memory and fluency.

Simultaneous and alternative deployment of visual, auditory, kinesthetic, and tactile sensory modalities that supports the connection of oral

language with visual language symbols Birsh, 2010

Multisensory approach promotes active

engagement to enhance learning.

Farrell and Sherman, 2011

The structure of the language instructionprovides the power. Farrell and Sherman, 2011

Instruction must be:direct,

systematic,and

sequential.

Henry 2008

Irregular Words 15%Categories – 10%Learned Words – 5%

Basic Patterns of Language Structure

Basic Phonetic Patterns85%

Lund and Cheatum, 2004

What do we mean by the structure of the English language?

Moats and Tolman, 2009Wh

Scarborough (2001) htt

Orton-GillinghamLesson Plan

Phonemic Awareness ActivitySymbol to Sound (salmon/white cards)Alphabet Sound to Symbol (yellow

cards)Review Words for ReadingReview Words for Spelling (SOS Dictation)New Words for ReadingNew Words for SpellingHandwritingOral Reading

Multisensory LessonPlan (Birsh, 2011)

Alphabet Knowledge and Phonemic Awareness

Reading DecksSpelling DeckMultisensory Introduction of Letter or

ConceptReading Practice for Accuracy and

FluencySpellingHandwritingComprehension and Listening

StrategiesOral Language Practice and Composition

Foundational Skills to Support Reading for UnderstandingKindergarten through Grade Three

https://ies.ed.gov/ncee/wwc/PracticeGuide/21

Two recommendations with strong evidence of support:

2) Develop awareness of the segments of sounds in speech and how they link to letters.

3) Teach students to decode words, analyze word parts, and write and recognize words.

Instructional Component Approximate Time

VA 2011 English Standards of Learning

Alphabet Knowledge and Phonemic AwarenessAlphabet Knowledge – students touch and name the letters of the alphabet in sequence as warm-up; students can match plastic uppercase letter to a grid of alphabet letters on a mat (FCRR, Activity P.003, Alphabet Arc)Phonemic Awareness – ask students if these words rhyme, examples – pill/hill, tip/hip, yes/my, run/sun, mice/nice, now/nap.

5 minutes K.7, K.11, 1.5, 1.6, 1.11, 1.12, 2.5

Reading Rope : Word Recognition Strands

Alphabet Knowledge

Alphabet Activity P.003http://www.fcrr.org/Curriculum/pdf/GK-1/P_Final_Part1.pdf

NAlphabet Archttp://youtu.be/PJPs_Sx4eG0

Alphabetic Knowledge

Phonemic Awareness

/k/ /a/ /t/

By sounds (phonemic awareness)

Segment by phonemes:

Said a book-reading parrot named Hooey,“The words in this book are all phooey.When you say them, your lipswill make slips and back flipsand your tongue may end up in Saint Looey!”

Dr. Seuss, 1979

Phonemic Awareness: http://youtu.be/sbp3kl14R1c

Phonological/Phonemic Awareness Development Continuum

Word Comparison Easy

Sentence Segmentation

Syllable Segmentation/Blending

Onset-Rime Segmentation/Blending

Blending/Segmenting Individual Phonemes

Phoneme Deletion/Manipulation

Gibbs 2012 and Birsh 2011

Beginning Lesson Plan: Instructional Component

Approximate Time

Reading Decks (http://neuhaus.org/decks/ ) Show letter cards (FCRR, Activity P.002, Letter Cards) for quick drill for student to name.Give key words and sounds: I, t, p, n, s, a, l, d, f, h, g, o (can use Ron Yosimoto’s Primary Card Deck in file - Basic)Use irregular word deck (http://neuhaus.org/decks/ ): said, the, of, on. High Frequency Words might be used as well (FCRR, Part Five Activity Packet)

3 minutes Reading Decks – Standards listed above and

Phonemic Awareness –K.4, 1.4, 2.4

Irregular Word Deck and High Frequency Word Deck –1.6

Reading Rope: Word Recognition Strands

Reading Deck Cards

Letter Naming Deck

Letter Naming

Keyword and Sound Deck

Keyword and Sound Card

de - port - ment

de port ment

Affix and root can be created for morphology reading decks.

Approximate Time

Spelling Deck/DictationExample: Using a spelling deck (cards bearing letters and sounds introduced for reading), Procedure: - dictate sounds to student,the student: a) repeats the

sound(s), b) says the letter name(s), and c) writes them on a board or paper: short /i/, /t/, /p/, /n/, /s/, short /a/, /l/, /d/, /f/, /h/, /g/, /o/ and so on.

5 minutes Standards appropriate to the example: Phonemic Awareness –Standards Listed Above

Or the Standards applicable to the concept being assessed through the Dictation.

Teacher says: /k/

Students says: /k/ (sound), c, k, and final ck (letters)

Student writes: c, k, and final ck

This activity can be expanded to includediagraphs, diphthongs, or word parts. The most frequently used spelling will be targetedfirst.

S.O.SSimultaneous Oral Spelling

Teacher pronounces word (or phoneme)Student repeats word (or phoneme)Student isolates sounds (often using finger spelling)Student spells word (or phoneme) aloudStudent writes, naming each letter as he/she forms it or making

the sound of each phoneme Student reads word (or phoneme) aloud

Some teachers pronounce the word, use it in a sentence, and repeat the word before the student repeats and spells the word Often, when the student has completed word dictation, the instructor will have him/her read the entire list of words aloud.

Let’s practice together!

Approximate Time

Multisensory Introduction of Letter or ConceptExample: Provide multisensory introduction of digraph ng using guided discovery of sound, letters, key words, and mouth position.Discovery words might be: sing, sang, sting, ding.Reinforce with sky writing, handwriting, reading the sound, and spelling the sound.Possible concepts to introduce might be the syllable types, spelling patterns, and spelling

generalizations.

5 minutes Standards appropriate to the example: K.7, K.11, 1.5, 1.6, 1.11, 1.12, 2.5

Trace, Copy, Cover, Eyes Averted Procedure

• Trace the letter three times (verbalizing while writing)

• Copy the letter three times (verbalizing while writing)

• Write the letter three times without a written prompt (verbalizing while writing)

• Write the letter three times with eyes averted or closed (verbalizing while writing; circle the best one)

Syllables Types to Introduce:

Closed Syllables with Spelling Patterns – VC, CVC, CCVC, CVCC, CCVCC

Vowel-Consonant-EOpen SyllablesR-controlled SyllablesConsonant-le SyllablesVowel Team Syllables

Spelling Generalizations, and so on……

If students are able to recognize and read closed syllables, they will be able to read almost 50% of running text.

(Moats 2009)

A sequence for syllable instruction is present within the Virginia Standards of Learning Curriculum Frameworks in Grades One and Two.

Vowel Consonant E: http://youtu.be/TB0KGwTLkhc

Rabbit Rule (VCCV)

Examples:

rabbit, napkin, clutter, basket, litter, sudden

Animal Shapes for SyllableDivision Rules

Approximate Time

Reading Practice For Accuracy And FluencyExample: Students prepare and read orally closed-syllable words: hint, stand, tint, slop, split, spat, spin, snap, nips, plant. Dad lifts the sand in a tin pan. (Can use FCRR – Part Seven Activity Packet Syllable Patterns and Morpheme Patterns)Use this portion of the lesson for the syllable type studying, and combine with spelling patterns (Keystone - Lund and Cheatum, 2004).

5 – 10 minutes

Standardsappropriate to the example:

1.4, 1.6, 2.4, 2.5, 3.3

Reading Rope: Decoding/Spelling and Phonological Awareness Strands

Approximate Time

Spelling Example: Give warm up, with review of sounds to be spelled: short /i/, /t/, /s/, /a/, /l/, /f/, /h/.Review the Floss Rule (can use Ron Yosimoto’s worksheets found in Rules and Generalizations within file –Rules and Generalizations) and spell these words: sniff, tiff, staff, till, hill, spill.

5 – 10 minutes

Standards appropriate to the example: K.1, K.5, K.12 (spell phonetically), 1.1, 1.6, 1.12, 1.13,2.5, 2.13, 3.3. 3.4, 3.10, 4.8, 5.8

S.O.SSimultaneous Oral Spelling

Teacher pronounces word (or phoneme)Student repeats word (or phoneme)Student isolates sounds (often using finger spelling)Student spells word (or phoneme) aloudStudent writes, naming each letter or making the sound of each

phoneme in the word as he/she forms it Student reads word (or phoneme) aloud

Some teachers pronounce the word, use it in a sentence, and repeat the word before the student repeats and spells the word Often, when the student has completed word dictation, the instructor will have him/her read the entire list of words aloud.

Approximate Time

HandwritingExamples: 1) Students practice writing d on folded newsprint paper or regular paper. Students trace the letter three times while listening to guided stroke description: “Curve under, over, stop, back around, up, down, release.” Student make three copies, saying the letter name each time. 2) Students will incorporate this section within other sections of the lesson plan.

5 – 10 minutes

Standards appropriate to the example:

K.11, 3.8

Supports Reading Rope Strands

Cursive Writing is part of all multisensory approaches and

methods.

Cursive writing allows students to engage in the procedures and learning with movement.

Cursive writing has been said to assist with blending (Birsh, 2005 and 2011).

Cursive eliminates or lessens reversals.

Cursive promotes writing (handwriting) fluency (Birsh, 2005 and 2011).

Approximate Time

Comprehension and Listening StrategiesExample: Read “The Tortoise and the Hare” to students.Have the students retell the fable with graphic organizer for stories (simple story map).

10 minutes Standards appropriate to the example:

K.9, K.10, 1.9, 1.10 , .1, 2.8, 2.9, 3.5, 3.6, 4.5, 4.6, 5.5, 5.6

Reading Rope: Language Comprehension Strand

Decodable Text: http://youtu.be/EmI2jexBSK0

Retelling Strip Oliver 2011

(Adapted from Moreau/Fidrych 1994)

and other retellingdevices…

K.8, 1.1b, 1.9, 2.8 and so on….

Intermediate Lesson Plan: Instructional Component

Approximate Time

Extended Reading and Writing Goal is accuracy, fluency, and

comprehension. Students read from connected decodable text with controlled vocabulary that is geared to the students’ levels.

Students write sentences using vocabulary they are reading and spelling.

10 minutes 3.5, 3.6. 4.5, 4.6, 5.5, 5.6, 6.5, 6.6, 7.5, 7.6, 8.5, 8.6

Reading Rope: Language Comprehension Strand

The strategies for comprehending…..

Processes/Strategies: Connecting (SOLs K.9 to …… )Questioning (SOLs K.9 to …… )Predicting (SOLs K.9 to …..)Imaging (Visualizing) (SOLs 4.5g to ……)Inferring (SOLs 4.5h to …… )Determining importance (SOLs 2.8 to ….. )Synthesizing (SOLs 10.5g to ……. )

These skills begin early in the SOLs then build and combine through the 12th grade.

Hall, 2011

Approximate Time

Oral Language Practice and CompositionExample: Introduce vocabulary: boasted, plodding, patient.Have students find and discuss meanings for the descriptive words from the story. Use words in sentences, and enter words in the vocabulary section of their language notebook.

10 minutes Standards appropriate to the example:

K.8, 1.2, 1.7, 1.8, 1.11, 2.2, 2.6, 2.7, 3.1, 3.2, 3.4, 4.2, 4.4, 4.7, 5.4

Reading Rope: Word Recognition andLanguage Comprehension Strands

Nagy (2007) proposed that teaching morphological awareness and decoding in school may be the way to narrow the achievement gap for children whose families differ in education and income levels, as well as ethnic or racial backgrounds.

http://neuhaus.org/readingteachersnetwork/The Reading Teacher Network from Neuhaus in Texas

http://learningabledkids.com/reading/proven_reading_programs.htmLearning Abled Kids – Orton Gillingham Reading Programs

http://www.fcrr.org/for-educators/sca.aspFlorida Center for Reading Research – Student Center Activities

Teaching Tips for All Educators:

Give prompts and clues when students have phonological memory, retrieval, and naming problems….

• Write down key words, cues, and phrases;

• Use visual prompts and graphic organizers;

• Pose a “choice” question;

• Give the first sounds if you know the word for which the student is searching;

• Ask students to repeat words orally; and

• Review and summarize often (check for understanding).

Moats, 2009

Methods to Intensify Instructional Delivery

#1. More modeling with clearer and more detailed explanations.

#2. More concrete learning opportunities with the use of pictures, graphics, manipulatives, or think-alouds

#3. Tasks broken down into smaller steps

#4. Instruction broken down into simpler segments

#5. Step by step strategies

#6. Temporary support gradually reduced over time

#7. More opportunities for response, practice, and feedback.

Stowe 2015Center on Instruction document, 2012

1. Address cognitive processes

2. Explicit, systematic instruction

3. More time on task4. Group size

Intensifyinginstructional delivery

Supplementary Aids/Services, and Testing Accommodations :

• Audio text/read aloud or audio version

• Note-taking assistance or record information provided for note-taking

• Provide visual cues and graphic organizers

• Extra time

• Systematic, explicit, instruction in reading

OSEP Ideas That Work -

https://www.osepideasthatwork.org/toolkit/accommodations_manual_b.asp

Understood.org –

https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/at-a-glance-classroom-accommodations-for-dyslexia

Assistive Technology

AIM VA -http://doe.virginia.gov/administrators/superintendents_memos/2015/004-15.shtml (Organic brain dysfunction – identified/certified through the form on the AIM VA website or a division approved form)

Jamie Martin - http://www.atdyslexia.com/assistive-technology/

Dyslexia Help at University of Michigan-http://dyslexiahelp.umich.edu/tools/software-assistive-technology

LD Guidance Document from VDOE -http://www.doe.virginia.gov/special_ed/disabilities/learning_disability/learning_disabilities_guidelines.pdf, page 6

Organizations Involved with Dyslexia and Improved Reading for All Students:

Decoding Dyslexia Virginia

International Dyslexia Association

The Virginia Branch of the International Dyslexia Association

Yale Center for Dyslexia and Creativity

The Dyslexia Foundation

Society of Scientific Studies of Reading

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