understanding dyslexia: what parents can do · from overcoming dyslexia, sally shaywitz, m.d., 2003...
TRANSCRIPT
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Understanding Dyslexia:What Parents Can Do
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Which of these famous people is dyslexic?
Cher Whoopi Goldberg
Jay LenoWalt Disney
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www.tea.state.tx.us
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Definition of Dyslexia Texas Education Code 38.003
a disorder of constitutional origin
manifested by a difficulty in learning to read, write, or spell,
despite conventional instruction, adequate intelligence, and sociocultural
opportunity.
Dyslexia means
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Type Description
Phonemic Awareness
/s/ /a/ /t/ /b/ /a/ /t/
/b/ /u/ /t/ /b/ /u/ /n/
Onsets and Rimes
/t/ /oy/ /d/ /oll/
/m/ /an/ /c/ /at/
Syllables cow boy sing ing hap pi ness
▪ difficulty with the development of phonological awareness, including segmenting, blending, and manipulating sounds in words
Characteristics of Dyslexia
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may have
▪ difficulty with the development of phonological awareness, including segmenting, blending, and manipulating sounds in words;
▪ difficulty with phonological memory (holding information about sounds and words in memory).
Characteristics of Dyslexia
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may have
▪ difficulty with rapid naming of familiar objects, colors, or letters of the alphabet
▪ difficulty learning the names of letters and their associated sounds
Characteristics of Dyslexia continued
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may have
▪ difficulty reading real words in isolation
▪ difficulty accurately decoding nonsense words
▪ slow, inaccurate, and labored oral reading; (lack of reading fluency)
Characteristics of Dyslexia continued
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may have
▪ variable difficulty with aspects of reading comprehension
▪ variable difficulty with aspects of written composition
▪ difficulty in learning to spell
Characteristics of Dyslexia continued
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Graphophonemic Knowledge
Sound to Symbol
Correspondence
Decoding Encoding
Reading Spelling
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▪ a limited amount of time spent in reading activities
Characteristics of Dyslexia continued
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▪ If these students spend less time reading, what are the implications?
Characteristics of Dyslexia continued
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Time Spent Reading Each DayR
ead
ing
Tes
t S
core
s (p
erce
nti
les)
10
50
90
100
Time Spent Reading Each Day (not in school)
<1 min 20 min4.6 min
Good readers spend more time reading each day so they read many more words in a year compared to poor readers.
8000 words per year
282,000 words per year
1.8 million words per year
Figure 29 in “Overcoming Dyslexia”, Sally Shaywitz, 2003
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Common Risk Factors Associated with Dyslexia:
Pre-school:
• Delay in learning to talk
• Difficulty with rhyming
• Difficulty pronouncing words (e.g., “pusgetti” for “spaghetti,” “mawn lower” for “lawnmower”)
• Poor auditory memory for nursery rhymes and chants
• Difficulty in adding new vocabulary words
• Inability to recall the right word (word retrieval)
• Trouble learning and naming letters and numbers and remembering the letters in his/
her name
• Aversion to print (e.g., doesn’t enjoy following along if book is read aloud) From The Dyslexia Handbook – Revised 2014
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Kindergarten through First Grade:
• Difficulty breaking words into smaller parts (syllables) (e.g., “baseball”
can be pulled
apart into “base” “ ball” or “napkin” can be pulled apart into “nap” “kin”)
• Difficulty identifying and manipulating sounds in syllables (e.g., “man” sounded out as /m/ /ă/ /n/)
• Difficulty remembering the names of letters and recalling their corresponding sounds
• Difficulty decoding single words (reading single words in isolation)
• Difficulty spelling words the way they sound (phonetically) or remembering letter
sequences in very common words seen often in print ( e.g., “sed” for “said”)
From The Dyslexia Handbook – Revised 2007
Common Risk Factors Associated with Dyslexia:
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Second – Third Grade: • Difficulty recognizing common sight words (e.g., “to,” “said,”
“been”)
• Difficulty decoding single words
• Difficulty recalling the correct sounds for letters and letter patterns in reading
• Difficulty connecting speech sounds with appropriate letter or letter combinations and
omitting letters in words for spelling (e.g., “after” spelled “eftr”)
• Difficulty reading fluently (e.g., slow, inaccurate, and/or without expression)
• Difficulty decoding unfamiliar words in sentences using knowledge of phonics
• Reliance on picture clues, story theme, or guessing at words
• Difficulty with written expression
Common Risk Factors Associated with Dyslexia:
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Fourth – Sixth Grade: • Difficulty reading aloud (e.g., fear of reading aloud
in front of classmates)
• Avoidance of reading (e.g., particularly for pleasure)
• Acquisition of less vocabulary due to reduced independent reading
• Use of less complicated words in writing that are easier to spell than more appropriate
words (e.g., “big” instead of “enormous”)
• Reliance on listening rather than reading for comprehension
Common Risk Factors Associated with Dyslexia:
From The Dyslexia Handbook – Revised 2007
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Middle School and High School:
• Difficulty with the volume of reading and written work
• Frustration with the amount of time required and energy expended for reading
• Difficulty with written assignments
• Tendency to avoid reading (particularly for pleasure)
• Difficulty learning a foreign language
Common Risk Factors Associated with Dyslexia:
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Postsecondary:
• Difficulty pronouncing names of people and places or parts of words
• Difficulty remembering names of people and places
• Difficulty with word retrieval
• Difficulty with spoken vocabulary
• Difficulty completing the reading demands for multiple course requirements
• Difficulty with note-taking
• Difficulty with written production
• Difficulty remembering sequences (e.g., mathematical and/or scientific formulas)
Common Risk Factors Associated with Dyslexia:
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▪ 5%-17% of school-aged children have dyslexia.
▪ Dyslexia is the most common learning disability.
From Overcoming Dyslexia, Sally Shaywitz, M.D., 2003
Prevalence
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▪ Dyslexia occurs with equal frequency in boys and girls.
From Overcoming Dyslexia, Sally Shaywitz, M.D., 2003
Prevalence
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From Overcoming Dyslexia, Sally Shaywitz, M.D., 2003
▪ Children who have a parent who is dyslexic have a 23% to 65% chance of also being dyslexic.
Prevalence
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“unexpected in relation to other cognitive
abilities….”
▪ ability to learn orally in class
▪ able to learn and express meanings of words
▪ understanding of math word problems
▪ high scores on group administered ability tests
From Overcoming Dyslexia, Sally Shaywitz, M.D., 2003
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Going from Text to Meaning
From Overcoming Dyslexia, Sally Shaywitz, M.D., 2003
Text
Decoding
General
Intelligence
Vocabulary
Word
Identification
Reasoning
Concept
Formation
Meaning
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Sea of Strength Model
Decoding
Reasoning
Concept Formation
Comprehension
General Knowledge
Problem Solving
Vocabulary
Critical Thinking
From Overcoming Dyslexia, Sally Shaywitz, M.D., 2003
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• phonemic awareness
• graphophonemic knowledge
• language structures (word study)
• linguistic instruction directed toward fluency
• strategies for decoding, encoding, word recognition, fluency, and comprehension
Components of Instruction
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Instructional Approaches
▪ Explicit, direct
▪ Systematic
▪ Cumulative
▪ Multisensory
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Multisensory Instruction
Engaging two or more pathways in the brain simultaneously in order to enhance memory and learning.
Tactile-Kinesthetic
Adapted from Anna Gillingham and Bessie W. Stillman , 1999
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Accommodations
http://www.tea.state.tx.us/student.assessment/accommodations/staar-telpas/
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▪ reading
▪ writing
▪ spelling
▪ organizing homework
▪ fun and games
▪ encouragement
Parents can help their child with
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▪ Read aloud to your child.
▪ While reading aloud, stop at key vocabulary words. Ask your child to fill in the missing word.
Helping Your Child with Reading
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▪ If your child stumbles on a word, give the word and move on. Do not ask your child to sound it out.
▪ Choral read together.
▪ Ask your child to reread.
▪ Take turns reading.
Helping Your Child with Reading
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▪ Ask questions about the setting, the characters, the problems in the story, the actions of the characters, and the outcome.
▪ Encourage your child to predict what will happen next in the story.
Helping Your Child with Reading
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▪ Have your child retell the story.
▪ Ask your child what new words were learned by reading the story.
Helping Your Child with Reading
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▪ Break writing tasks into stages. Use a step-by-step approach.
▪ Have your child dictate to you. Your child can copy it later.
Helping Your Child with Writing
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▪ Tell your child not to erase. Instead, draw a neat, single line through any error
▪ Use wide-lined paper.
▪ Write on every other line.
Helping Your Child with Writing
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▪ Set a time and a place for homework.
▪ Decide which parent should help with different subjects.
▪ If necessary, read textbook information to your child.
Helping Your Child with Completing Homework
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▪ Encourage questions and discussion.
▪ Review new vocabulary.
Helping Your Child with Completing Homework
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▪ Provide a homework notebook or daily assignment sheet.
▪ Set up a process for filing and turning in completed homework.
Helping Your Child with Organizing Homework
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▪ Request a second set of textbooks to be used at home.
Helping Your Child with Organizing Homework
▪ Request weekly progress reports from the teacher or school counselor.
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▪ Read riddle and joke books together.
▪ Read comic books.
▪ Have your child write signs around the house.
▪ Have your child send greeting cards to relatives.
Helping Your Child using Fun and Games
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▪ Create an “All About Me” scrapbook. Paste one photo or memory per page and ask your child to write about it.
Helping Your Child using Fun and Games
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▪ Focus on your child’s abilities and talents.
▪ Agree on regular routines at home.
▪ Encourage originality and creativity.
Encouraging Your Child
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▪ Maintain high expectations.
Encouraging Your Child
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▪ Praise your child for effort.
▪ Pat yourself on the back!
Encouraging Your Child
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"Kites rise highest against the wind -not with it."
Sir Winston Churchill
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