teaching students with dyslexia: the basics! ut arlington new teacher webinar
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The purpose of the Teacher Induction Project is to begin to build "digital community" for current students and alumni of the department as well as new teachers beyond UT Arlington in the global community. This webinar provides tips and resources for recognizing signs of dyslexia as well as ways teachers can help students identified as dyslexic. We also provide resources and links for further information. Recordings Link to recording of the August 2 webinar: [to be posted following the webinar] https://elearn.uta.edu/webapps/bb-collaborate-bb_bb60/recording/launchGuest?uid=917d6977-e54a-47d8-a307-e65c7f88db11 Links to SlideShare of August 2 presentation: [to be posted following the webinar] http://www.slideshare.net/UTANewTeachersTRANSCRIPT
UNIVERSITY OF TEXAS AT ARLINGTONDEPT. OF CURRICULUM AND INSTRUCTIONNEW TEACHER WEBINAR: SUMMER ’14
SATURDAY, AUGUST 2, 2014 1:00-2:00 PM, CSTTeaching students with Dyslexia: The Basics
*Recordings will be available of webinars. No names will be visible in the recordings.
Type in the chat window 1-4 sentences about:
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Dr. Amber Brown
Dr. Peggy [email protected]
These are our opinions and suggestions!
The opinions of each the presenters in the series are their own individual viewpoints and do not necessarily reflect the views of UT Arlington.
Our goal is for you to hear a variety of viewpoints to help support you in your first years of teaching! We have been down the road you are going!
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MISSION STATEMENT:Teacher Induction Project: Building Digital Community:
The purpose of the Teacher Induction Project is to begin to build "digital community" for current students and alumni of the department as well as new teachers beyond UT Arlington in the global community.
Open-access/mobile access Web 2.0 “Real-world” topics and advice for teachers
Recordings are accessible via the blog and dept. Facebook page
Archive/Social Media:
YouTube [video]: http://www.youtube.com/utanewteachers
MixCloud [audio]: http://www.mixcloud.com/UTANewTeachers/
Facebook Page [interaction/updates]:
https://www.facebook.com/UTANewTeacherProject
The handout for this webinar is on Google Docs
Link to this Google Doc:http://tinyurl.com/dyslexiawebinar
Please share this Google Doc with others; it is open-access
*cloud-based resources!
Tips: Logistics/Technical
To maximize learning & dialogueAsk questions along the way. Main Q/A at the end.Make a list of “Things to Google” later.Use chat window often. We will check it throughout it and respond in “real time” as we can.
• Thanks for joining us! Please use the marker/pen tool to mark a small x below where you are at. You can also type it in the chat window:
WHERE WE ARE NOW:Use the pen tool to mark your location
Poll question: Where are you in your teaching
career? Select A-E Voting is optional! We will display the results! The drop down polling area is in the participants window next to the “hand” tool.
I am currently a:
A. Pre-service teacherB. 1st-3rd year teacher & UTA graduateC. 1st-3rd year teacher & non-UTA graduateD. 4th year+ teacherE. Faculty or none of the above
Agenda for the Webinar Definitions of dyslexia Diagnosing dyslexia Instructional strategies
Curricular programs (classroom-based) Intervention programs (intensive) What else works?
Terms to know Resources
Organizations
Books
Websites
Objectives
Participate in an interactive webinar experience.Be able to identify signs of dyslexia Learn about diagnostic methods and issues
surrounding dyslexiaDescribe instructional strategies for students with
dyslexia Learn about resources for further informationPose questions
Hello! I am Dr. Semingson Welcome!
• Former bilingual/ESL teacher and reading specialist (8 years, elementary, public schools)
• Ph.D. in Language and Literacy from UT Austin
• Six years as professor at UT Arlington• Associate Professor of Literacy Studies
in the Department of Curriculum and Instruction
The Dyslexia Handbook (2010, 2014*) *Texas-based
Scottish Rite Hospital’s handbook, “Dyslexia Defined” (2011) UTA Faculty from Curriculum and Instruction attended a
professional development workshop on dyslexia at the Scottish Rite Hospital in Dallas in 2013. We learned more about the causes and interventions for dyslexia.
Here is the Texas Scottish Rite Hospital's “Dyslexia Defined” handbook:http://www.tsrhc.org/downloads/Dyslexia%20Defined%202011.pdf *See p, 15-17, for tips for teachers.
Definition of dyslexia
Source: Dyslexia Handbook (2010)
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.
(Adopted by the International Dyslexia Association Boar
Poll What percent of students have dyslexia?
Type your guess in the chat window
Not a visual issue but a deficit in phonological awareness
Hearing sounds Rhyming, alliteration Segmenting and blending syllables Segmenting and blending phonemes (phonemic awareness)
Elkonin Boxes [sound boxes]
How can you use this to help students hear individual sounds?How could it help with spelling?
Identifying Dyslexia Difficulty reading real words in isolation Difficulty accurately decoding nonsense words Slow, inaccurate, or labored oral reading (lack of reading
fluency) Difficulty with learning to spell
Dyslexia Handbook (2010)
It can also include challenges with: Learning the names of letters and sounds Phonological memory Rapid naming Phonological awareness
Among other language components…
Source: Dyslexia Handbook (2010)
PollAnswer “true (green check) or “false” (red X)
Dyslexia only affects children’s reading skills.
False! -not a visual problem -challenges are in sequencing letters according to the way a
word sounds
Source: http://www2.open.ac.uk/openlearn/mythbusters/index.php/theme/1
PollAnswer “true (green check) or “false” (red X)
Dyslexia can be cured by early intervention.
False!-Dyslexia is a genetic disorder based in the brain.
Source: http://www2.open.ac.uk/openlearn/mythbusters/index.php/theme/1
Screening and Identification Data Gathering Formal Assessment-notify parents and obtain formal
parent consent Diagnostic tools must follow certain guidelines
Assess Letter knowledge (name and associated sound) Reading real and nonsense words in isolation (decoding) Fluency Comprehension Written spelling
Phonological/phonemic awareness Rapid naming
Source: Dyslexia Handbook (2010)
Referral process
Pre-referral for dyslexia includes data gathering and observation by the classroom teacher
A pre-referral team discusses the student The teacher should monitor progress Screening tools for all students will be part of
this initial classroom data (e.g., Texas Primary Reading Inventory).
Procedures must be followed for referral process
Role of 504 committee
Key pointsSource: Clark, D., & Uhry, J., (Eds.) (2004). Dyslexia: Theory and practice of instruction (3rd ed.). Austin: Pro-Ed.
“Direct, intensive, and systematic input from, and interaction with, the teacher” (p. 89)
“Immediate feedback from the teacher” (p. 90)
“Careful pacing of instruction” (p. 90)“Systematic, structured progression from the simple to the complex” (p. 91)
“Multisensory instruction” (p. 92)
Boostforreaders.com
Multi-sensory instruction: examples Kinesthetic tactile Salt tray/sand tray for letters/sounds Sandpaper letters Skywriting VAKT [Visual Auditory Kinesthetic Tactile] Technology and mobile tools connection: ABC Pocket Phonics [mobile app]
Type in chat box:Which sounds interesting so far that you want to try?
Modifications More examples Highlighter Large print text Assistive technology
Modifications Setting:
1-on-1, small group, front of class, less distractions
Testing/assessment
Longer testing time, more breaks, break up assessment over time
Format
Audio books, e-books, listening while reading, orally read to student, repeated directions
Directions
Use systematic, sequential directions; not too many at a time
Tips: More general tips Build on student’s strengths
Teach student to self-advocate and ask for help when needed
Break up bigger tasks into manageable “chunks”
Multisensory aids
More tips: more language-specific Alphabet reminders (e.g,. On desk, alphabet strip)
Handouts (e.g., sight word lists to staple into notebook)
Typing instead of handwritten work or other apps
Keep track of student progress with written documentation
Audio and/or digital books-An excellent resource! Recording for the Blind and Dyslexia Apps Digital books
Speech-to-text software Dragon Naturally Speaking
Dragon Dictation (free app for mobile) device) https://
itunes.apple.com/us/app/dragon-dictation/id341446764?mt=8
Concept Mapping
Popplet (can be visual, as well): http://popplet.com/
Developing vocabulary with visual scaffolding Visual thesaurus
http://www.visualthesaurus.com/vocabgrabber/ This tools shows how words are conceptually related to other
words
Terms to know Developmental dysgraphia Differentiated instruction Multisensory instruction Progress monitoring Response to Intervention (RTI) Universal screening
Big Five: phonemic awareness, phonics, fluency, vocabulary, comprehension
Resources1. International Dyslexia Association (IDA)
2. LD Online http://www.ldonline.org/indepth/reading
3. Q & A from Reading Rockets: http://www.readingrockets.org/helping/questions/dyslexia/
4. Reading Rockets
5. Florida Center for Reading Research
6. Dyslexia Handbook [Texas]
Dyslexia Toolkit http://
ncld.convio.net/site/PageNavigator/dyslexia_toolkit_signup.html
Your Own Learning
Continue learning about dyslexia and dysgraphia and other learning disabilities.
What are ways you plan to continue learning on your own?
Type in the chat window how you will continue to learn about these topics… Websites (name one) Books Talk to teachers
Recommended reading: The Teacher Who Couldn’t Read by John Corcoran.
Social Media Related to Dyslexia in DFW: Region 10 Dyslexia@R10dyslexia
https://twitter.com/R10dyslexia
References
Clark, D., & Uhry, J., (Eds.) (2004). Dyslexia: Theory and practice of instruction (3rd ed.). Austin: Pro-Ed.
Dyslexia Handbook. (2010). http://www.region10.org/Dyslexia/Documents/DyslexiaHandbook11-10-2010.pdf
Shaywitz, S. (2003). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. New York: Alfred A Knopf.
What do you think?Optional-type in the chat window!
What information stood out to you from
The presentation?
What questions do you have?
“I hope to explore.…”“I learned….”“I want to know….”
Future WebinarsWhat topics would you suggest?
Type in the chat window or email to:
Or email Dr. Semingson and/or Dr. Brown
UT Arlington Master’s in Mind, Brain, and Education
Our work at the SW Center for Mind, Brain and Education seeks to advance the quality of teaching based upon insights gained from the cognitive and neural sciences as well as contribute to research in this new and evolving field.
We build collaborative research relationships with schools, develop research trajectories that profit from the strengths of our faculty and students and maintain a working and teaching laboratory for researchers and graduate students.
1. Courses include: Neuroscience of typical and atypical language development Neuroscience of typical and atypical mathematical reasoning Complex dynamic systems Research design EEG research methodology
2. Individual work: Research-based capstone project encouraged - Conference presentations encouraged - Publishing in peer-reviewed journals
For more information on the Mind, Brain, and Education Master’s degree, please contact Dr. Marc [email protected]
Thanks to everyone for attending!Have a great weekend and summer!
Be part of the knowledge network!
We hope to see you again on the New Teacher Webinar series! Learn more! Become a better teacher. Stay encouraged. Connect with other educators and UTA
Faculty in an informal, low key online setting! Please let others know about our webinar
series and blog!
For questions or comments, email Dr. Semingson [email protected] Peggy Semingson