dyslexia an introduction provided by: wcsssd kayla berger: school psychologist stephen parigi: ldt-c...
TRANSCRIPT
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DyslexiaAn Introduction
Provided by: WCSSSDKayla Berger: School Psychologist
Stephen Parigi: LDT-CCassandra Weinschenk: Social Worker
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Today’s Workshop will cover :Screening, Intervention,
Accommodations, and Assistive Technology
What is this law? Where did it come from?Who does this effect? What do the experts say? How can we help?
Rethinking “Dyslexia”… dispelling the myths and stigma
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Law #1
Incorporates the definition of dyslexia into the Administrator’s code:
Dyslexia is a specific learning disability that is neurological 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.
New legislation that affects screening, evaluation, and remediation
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Dyslexia is a specific learning disability that is neurological in origin.
It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.
What is Dyslexia? Video
What does that mean?
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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.
Remember…
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Secondary consequences may include problems in reading comprehension reduced reading experience Impeding growth of vocabulary and background knowledge.
Reading is such a struggle that there is little room left for
enjoyment, comprehension, or knowledge acquisition.
Finally…
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Requires a minimum of 2 HOURS of professional development each year on the screening, intervention, accommodation, and use of technology for students with reading disabilities, including dyslexia. general education teachers K-3 special education, basic skills ESL teachers and reading specialists LDT/Cs, and speech-language specialists
Law #2
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NJDOE will provide districts with information on
screening tools, as well as guide boards on the
proper interventions for those diagnosed. As of
yet there is no information related to suggested
screenings on the DOE website
Screenings will be mandatory by 2015-16
Screening should be completed by end of 1st
semester of second grade
Law #3
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Most early childhood teachers already use reading screening or assessment tools in their classrooms.
Examples are: DRADIBELSFountas and Pinnell
Screening and Assessment
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There is a localized impairment in the left hemisphere temporal lobe in the phonological module of the brain, which is the area of the brain responsible for processing sound elements.
This is directly responsible for delays in phonemic awareness
The Dyslexic Brain
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Phonemic awareness: ability to hear, identify, and manipulate phonemes which is central to learning to read and spell. It is an auditory training process that does not involve print.
Phonics connect print (letters) to sound
The Dyslexic Brain video
A little review:
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Dyslexia is common and effects up to 20% of the population
Dyslexia occurs on a continuum or spectrum
It is a lifelong disorder – strategies are designed to help compensate for,
not cure dyslexia
Facts and Figures….
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Dyslexia is a neurological problem, not a visual or perceptual problem.
An accurate diagnosis can be made by a medical professional by the time a child turns 6 years old.
It effects people in every language.
A student’s ability to perform mathematical calculations may also be impaired (dyscalculia).
Dyslexia: a hidden disability
Other Facts
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80-85% of SLD students have a form of dyslexia (remember, it’s a continuum and some cases are more severe than others)
Dyslexia may be co-morbid with executive functioning disorders such as ADHD
There is a proportionally high number of artists, creative thinkers, and scientists who are dyslexic!
Did you know….
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Students may display delays in processing speed, fluency, spelling, writing, or speaking. THESE STUDENTS MAY NEVER REVERSE LETTERS!
Students may also demonstrate difficulty with the rapid naming of letters and sight words, reading comprehension, and synonyms/ antonyms.
Signs and Symptoms
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Some dyslexics have difficulty keeping
up with conversations due to their
difficulty processing verbal information.
Dyslexics have difficulty understanding
jokes, proverbs, or sarcasm.
…continued
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All of these effects can have a
big impact on a person's self-image. Without help, children often get frustrated
with learning. The stress of dealing with schoolwork often
makes children with dyslexia lose the motivation to continue schooling.
Interview with Henry Winkler video
The result…
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Warning signs
So what do we do now?
Reflect on students you teach…
have taught…
or will teach…....
What can I do differently?
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Recognizing letters, matching letters to sounds and blending sounds into speech
Pronouncing words, for example saying “mawn lower” instead of “lawn mower”
Learning and correctly using new vocabulary words
Learning the alphabet, numbers, and days of the week or similar common word sequences
Rhyming
Young children may demonstrate trouble with:
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Mastering the rules of spelling Remembering facts and numbers Handwriting or difficulty gripping the
pencil correctly Learning and understanding new skills;
instead, relying heavily on memorization
Reading and spelling, such as reversing letters (d, b) or moving letters around (left, felt)
Following a sequence of directions Trouble with word problems in math
School-Age children may demonstrate
trouble with:
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Teenagers and adults may demonstratetrouble with:
Reading at the expected level Understanding non-literal language, such
as idioms, jokes, or proverbs Reading aloud Organizing and managing time Trouble summarizing a story Learning a foreign language Memorizing
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Remember, dyslexia occurs on a continuum. Some students may have a very mild case of dyslexia and may have found compensation strategies all on their own.
Recall 20% of the population may be affected by dyslexia.
In a class of 20 that is 4 students!
Sound familiar?
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The clock is ticking
Developmental window for reading instruction is closed by the
end of 3rd grade
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Remediation techniquesCan we do this?
How can we address this in our classrooms?Research-based reading programs such as Orton-Gillingham Project Read Wilson (Fundations)
Have been proven to be successful in remediating learning delays.
Remediation
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Highlighters Copying on different colored paper Post-it notes Buddy systems
Partner reading, study buddies Word bank Word walls Posters/bulletin boards Color overlays/masking Reading windows or straight edges
Low-tech interventions and accommodations
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Consider alternatives to the way you present information..
High tech (Smartboard) Low tech (Visual/auditory aids)
And how you assess learning ? Formal verses informal Do you consider all learning styles?
Alternate Considerations
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Remember Gardner’s multiple intelligences?
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www.dyslexia.yale.edu http://www.ldanj.org/ http://readingandwritingproject.org/ www.ncld.org www.dyslexickids.net www.learningtherapist.com www.ldamerica.org www.readingresource.net www.ldonline.org
Resources for Teachers
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www.newsela.com Online non-fiction news articles written at a variety of levels
www.learningally.org offers over 90,000 digital books, textbooks. Formerly RFB&D
www.readingatoz.com (fee) associated free app is called raz-kids.
Resources to use with students
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www.decodingdyslexianj.com
Decoding dyslexia video
http://www.njlda.org/
Resources for Parents
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Shop the Google play store or Apple store for products from:
Learning Ally (formerly Reading for the Blind and Dyslexic)
Assistiveware (representing new products for AAC)
Apps
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Dragon Dictation: Speech-to-text for a variety of mobile applications (think: messaging, emailing, blog writing)
ModMath: Designed for individuals with dyslexia and dysgraphia for whom the mechanics of writing math problems causes a barrier. ModMath takes care of the construction of, for example, the long division problem. After that, solving that problem is up to you.
VoiceDream: Text-to-speech to aid in reading. This app also allows for screen, font and text size customization and highlighting. It has a built-in dictionary and works with text from lots of sources (PDF, ebooks, email).
Notability: Takes “handwritten” notes on documents to allow for adding sketches to PDF or graphics or editing student work (!!). Notability also has an audio recording feature for auditory learners, photo capability and it coordinates with sharing platforms like Google Drive and Dropbox.
StoryVisualizer: Creates storybooks for students using their words and images. From Lego Education.
UsTyme: Allows two people to remotely read a story together by coupling FaceTime-like software with reading.
DyslexiaQuest: A series of games designed to “assess working memory, phonological awareness, processing speed, visual memory, auditory memory and sequencing skills.” Gamers are encouraged to keep practicing to master skills.
Read2Go (iOS) or Go Read (Android): Makes books accessible to people with print disabilities.
Co:Writer: Word prediction software aids writing in real-time or later when editing. Text-to-speech feature reads letters, words, sentences, and documents. Produced by Don Johnston. Opt for the SOLO Suite and get Co:Writer; Read:Outloud; Write:Outloud and Draft:Builder.
….and some more
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http://www.ncld.org/students-disabilities/assistive-technology-education/apps-students-ld-dysgraphia-writing-difficulties
http://www.ncld.org/students-disabilities/assistive-technology-education/apps-students-ld-dyslexia-reading-difficulties
Check out ncld.org for a complete listing of APPS for use with students
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Despite Dyslexia: a review of famous people that have
dyslexia
Overcoming
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