texas dyslexia identification academy: dyslexia foundations
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Texas Dyslexia Academy:
Dyslexia FoundationsQR CODE PLACE
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TEA Copyright Slide
Copyright © 2021. Texas Education Agency. All Rights Reserved.Notwithstanding the foregoing, the right to reproduce the copyrighted work is granted to Texas public school districts, Texas charter schools, and Texas education service centers for non-profit educational use within the state of Texas, and to residents of the state of Texas for their own personal, non-profit educational use, and provided further that no charge is made for such reproduced materials other than to cover the out-of-pocket cost of reproduction and distribution. No other rights, express or implied, are granted hereby.
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Learn more!Participate throughout the session.
Community Considerations
Help your colleagues.
Limit technology
distractions.
What is learned here, leaves here!
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Texas Dyslexia Academy Overview
▪ Training 1: Dyslexia Foundations▪ Training 2: Dyslexia Evaluation▪ Training 3: Considerations for Emergent Bilinguals
(EBs)▪ Training 4: Interpreting Scores▪ Training 5: Report Writing and Case Studies▪ Training 6: Screening▪ Training 7: Dysgraphia
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Today’s Objectives
▪ Explore the elements of reading▪ Define dyslexia, its characteristics, and
related disorders▪ Explore the common risk factors for
dyslexia▪ Understand associated academic
difficulties and other conditions
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Handout #1
This icon will appear throughout the training and represents an activity.
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Today:A conversation
about
reading and
dyslexia
How do children learn to read?
Why don’t some children learn to read? Or read well?
What is dyslexia?
How do we know whether dyslexia is causing a child’s reading problems?
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“Some people there are who, being
grown, forget the horrible task of
learning to read. It is perhaps the
greatest single effort that the human
undertakes, and he must do it as a
child.” -- John Steinbeck (1962 Nobel Prize for Literature)
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Survey of Language Knowledge
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http://bit.ly/SurveyofLanguage
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How did you do?
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Think – Pair – Share
13
How did you feel?QR CODE PLACE
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Let’s check the survey!
14
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What is the difference between a vowel sound and a consonant sound?
▪ Vowel: sound that is open and voiced; forms the nucleus of a syllable.
▪ Consonant: sound that is blocked by the lips, teeth, or tongue; can be voiced or unvoiced.
▪ Additional note: there are 44 phonemes in the English language but only 26 letters, adding to the language complexity.
(Moats,)
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Survey of Language Knowledge Check - #1
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What is the importance of phonemic awareness to the reading process?
▪ It is a necessary [but not sufficient] skill for learning to read in an alphabetic writing system. Just being able to decode by itself will not support expert reading, though; also needed is word-reading fluency in order to free up cognitive attention to comprehension.
(Birsh, 2018, 348)
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Survey of Language Knowledge Check - #2
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Count the number of phonemes in each of these words:
thrillsawedfixscratch
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Survey of Language Knowledge Check - #3
4345
(th)(r)(ĭ)(l)(s)(au)(d)(f)(ĭ)(k)(s)(s)(k)(r)(ă)(ch)
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For each word, decide on the number of syllables and the number of morphemes:
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Survey of Language Knowledge Check - #4
Syllables Morphemes
dogs
universe
lady
seaweed
(1) dogs (2) dog s
(3) u-ni-verse (2) uni verse
(2) la-dy (1) lady
(2) sea-weed (2) sea weed
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How many syllable types are recognized in the English Language?
(Birsh, 2018)
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Survey of Language Knowledge Check - #5
closed dog, napkin
open go, open
vowel-consonant-silent e bake
vowel pair (vowel team) good, boil
vowel-r (r-controlled) bird
consonant-le table
6
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Explain how a closed syllable differs from an open syllable.
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Survey of Language Knowledge Check - #6
Closed syllable-contains a short vowel sound and ends in a consonant.
Ex: dŏg, cŭp, năp/kĭn
Open syllable-contains a long vowel sound spelled with one vowel letter ending in an accented syllable.Ex: gō, hī, mō/mĕnt
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Underline any consonant blends in these words:wreck bronze climb thought stringy
Underline any consonant digraphs in these words:birch shrink weather
Underline any schwa in these words:compare aloft Alabama
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Survey of Language Knowledge Check - #7, 8, and 9
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How does spelling support reading?
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Survey of Language Knowledge Check - #10
This icon represents a question/answer opportunity.
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What’s going on?(And why does it matter?)
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To evaluate students for dyslexia,understand the science of reading!
To teach students to
read, understand
the science of
reading!
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Factors influencing becoming a good reader▪ oral language▪ phonemic awareness▪ alphabet knowledge▪ phonics▪ practice with decodable texts▪ exposure to sight words and irregular words▪ accurate and automatic word recognition▪ spelling▪ comprehension▪ systematic, explicit instruction▪ well-trained teachers
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(Birsh, 2018, 7-15)
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read /rēd/Verb“Look at and comprehend the meaning of written or printed matter by mentally interpreting the characters or symbols of which it is composed.”
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Oxford Dictionaries online
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Simple View of Reading
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Decoding
Ability to apply sound-symbol relationship to
read words
LanguageComprehension
Ability to understand
spoken language
X
ReadingComprehension
=
(Gough and Tunmer, 1986)
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Phonics
Vocabulary
ReadingComprehension
29
Phonemic Awareness
(NICHD, 2000)
Fluency
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Decoding
Ability to apply sound-symbol relationship to
read words
Comprehensionof Language
Ability to understand spoken language
x
Let’s do some sorting!
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(Gough and Tunmer, 1986)bit.ly/TDAModule1Activities
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Decoding text
Comprehension of language
Decoding Text
32
(Gough and Tunmer, 1986)
xPhonemic Awareness
Phonics
DecodingText
Comprehensionof Language
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Decoding text
Comprehension of language
Comprehension of Language
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(Gough and Tunmer, 1986)
Vocabulary ReadingComprehension
xPhonemic Awareness
Phonics
DecodingText
Comprehensionof Language
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Decoding text
Comprehension of language
Fluency
34
(Gough and Tunmer, 1986)
Fluency
xDecodingText
Comprehensionof Language
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Decoding text
Comprehension of language
Reading is . . .
35
(Gough and Tunmer, 1986)
Fluency
Vocabulary ReadingComprehension
xPhonemic Awareness
Phonics
DecodingText
Comprehensionof Language
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Reflect on your learning?
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reflection form here prior to conducting this training.
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How teachers teach reading
counts!
37
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?bit.ly/TDAModule1Activities
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(Farrall, 2012, 114)
Keep in mind the diverse needs of students who score below benchmark; some will require programs that offer more intensive instruction in phonological awareness and phonics; others will require more intensive instruction in vocabulary, syntax, and comprehension.
…Children are diverse in their reading needs; students with low literacy usually benefit from direct instruction in phonics, and students with higher literacy benefited from instruction based on trade books.
Low Literacy?=
Instruction in phonics
Higher Literacy?=
Instruction based on trade books
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How do these quotes apply to the continuum activity?
(Farrall, 2012, 114-115)
Children at risk require instruction that is more explicit and more intensive than that of their peers.
Simply increasing instructional time of an inappropriate program is not effective; how instructional time is allocated should be in concert with the needs of the individual child.”
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Resources
• Tiered Interventions Using Evidence-Based Research (TIER)
• National Center on Intensive Intervention (NCII)
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Handout #3Instructional Components Evidence-based Reading Research
Phonologicaland Phonemic Awareness
Explicitly taught speech sounds; emphasizes blending and separating sounds in spoken words
Phonics and Word Study
Explicit and systematic instruction in mapping sounds and symbols; teaches “Sound it out” before “Does it make sense?”
Fluency
Measurable goals determined by grade level for oral reading fluency (ORF) in passage reading; uses rereading, partner reading, and reading with a model
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Handout #3
(Adapted from Moats & Dakin, 2007)
Instructional Components Evidence-based Reading Research
VocabularyImportant words in text pretaught; structured practice using new words in writing and verbally
ComprehensionText structure taught directly; strategies modeled and practiced; subskills taught
bit.ly/TDAModule1Activities
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(Shaywitz, 2020)
Decoding
LanguageComprehension
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Early Grades
Instructional FocusBalancing Act
45
(Shaywitz, 2020)
Later Grades
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Language Comprehension
46
(Shaywitz, 2020)
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Why is it important to understand dyslexia?
Dyslexia is the most common learning
disability.
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(International Dyslexia Association, 2020)
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Of students identified with learning disabilities, approximately 80%
demonstrate significant reading difficulties.
Implication: Difficulties in the area of reading are the most common reason a student is referred for
evaluation through special education.
49
Why is it important to understand dyslexia?
(Shaywitz, 2020)
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ReadingDifficulties
WithoutReadingDifficulties
50
(Hall and Moats, 1999)
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“The link between academic failure and delinquency, violence, and crime is welded to reading failure.”
-The Department of Justice
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(Literacy Statistics, n.d.)
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Listen to the voices of experts and struggling readers.
“What’s At Stake: Social Danger +
Injustice”
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(Social Danger + Injustice, 2012)
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First described as a learning disorder by a British doctor in 1896
“dys” = difficult, poor“lexia” = words
53
(Shaywitz, 2020)
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Percy F.He has always been a bright and intelligent boy, quick at games, and in no way inferior to others his age.
His great difficulty has been—and is now—his inability to read.
He has been at school or under tutors since he was seven years old, and the greatest efforts have been made to teach him to read, but in spite of this laborious and persistent training, he can only with difficulty spell out words of one syllable.
54
(Shaywitz, 2020, 14)
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Percy F.He says he is fond of arithmetic, and finds no difficulty with it, but that printed or written words “have no meaning to him,” and my examination of him quite convinces me that he is correct in that opinion . . .
I might add that the boy is bright and of average intelligence in conversation. His eyes are normal . . . and his eyesight is good.
The schoolmaster who has taught him for some years says that he would be the smartest lad in the school if the instruction were entirely oral.
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(Shaywitz, 2020, 15)
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Evolution of the Term “Dyslexia”
1877
1884
1896
1925
1928
1968
Handout #4
Word Blindness/Word Deafness Congenital Word Blindness Specific Reading Disability
Dyslexia Strephosymbolia Specific Developmental Dyslexia
56
(International Dyslexia Association, 1999)
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Handout #5
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Dyslexia in Texas
58
Click to add text
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Texas Education Code (TEC) §38.003 defines dyslexia in the following way:
“Dyslexia” means a disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and sociocultural opportunity.”
(The Dyslexia Handbook, 2018 Update, 1)
The International Dyslexia Association (IDA) defines “dyslexia” in the following way:
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.
Adopted by the International Dyslexia Association Board of Directors, November 12, 2002
(The Dyslexia Handbook, 2018, 1)
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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.
60
(International Dyslexia Association, 2002)
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With functional MRIs,
scientists can see dyslexia in
the brain: underactivation of a
reading area at the back and
inappropriate activation in the
right hemisphere.
“Dyslexia is a specific learning disability that is
neurobiological in origin.”
61
(International Dyslexia Association, 2002)
Occipital temporal –
underactivation
Parieto temporal – underactivation
Broca’s area, Inferior gyrus –overactivation
(Shaywitz, 2020)
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Specific Learning DisabilitySec. 300.8 (c) (10)Statute/Regs Main » Regulations » Part B » Subpart A » Section 300.8 » c » 1(10) Specific learning disability—(i) General. 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.
(ii) Disorders not included. Specific learning disability does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of intellectual disability, of emotional disturbance, or of environmental, cultural, or economic disadvantage.
62
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Research to Practice
https://bit.ly/ResearchtoPractice
63
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“It is characterized by difficulties with accurate and/or fluent word recognition
and by poor spelling and decoding difficulties.”
Examples of what teachers see in the classroom:
• Difficulty recognizing common high-frequency words (e.g., “and”, “said”, “was”);
• Difficulty decoding unfamiliar words;
• Slow, inaccurate and/or reading without expression;
• Difficulty connecting speech sounds with appropriate letter or letter patterns for
spelling.
64
(Texas Dyslexia Handbook, 2018, 3)
(International Dyslexia Association, 2002)
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(Birsh, 2018)
Graphophonemic KnowledgeSound-to-SymbolCorrespondence
Decoding Encoding
Reading Spelling
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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.”
Language-Based Disability
66
(International Dyslexia Association, 2002)
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PhonologyThe Science of Speech Sounds
Mom, how do you spell
“tomorrow?”TEEOHEMOHDOUBLEAUROHDOUBLEYOU
WHAT?TEE-OH-EM-OH-DOUBLEAUR-OH-DOUBLE YOU
What is a “DOUBLEAUR?”
Oh T-O-M-O….
67
(Bell, 2013, p. 15)
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ABCDEFGHIJKLminnow
PQRSTUVWXYn Z
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PhonologyThe Science of Speech Sounds
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/KAT/ /K/ – /Ă/– /T/
C-A-TCAT
69
(Shaywitz, 2020)
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CAT
C-A-TCAT
/K/ – /Ă/– /T/
70
(Shaywitz, 2020)
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Phoneme counting
71
How many sounds are in each word?
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Phoneme countinghouse 3 (h)(ou)(s)
exact 6 (ĕ)(k)(s)(ă)(k)(t)
blast 5 (b)(l)(ă)(s)(t)
king 3 (k)(ĭ)(ng)
bubble 4 (b)(u)(b)(l)
switched 5 (s)(w)(ĭ)(ch)(t)
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Co-articulation: Like shingles on a roof!
caparison
73
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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.”
74
(International Dyslexia Association, 2002)
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Reasoning
Comprehension
General Knowledge
Problem Solving
Vocabulary
Critical Thinking
Decoding
Sea of Strengths Model
Concept Formation
75
Empathy
(Shaywitz, 2020, Fig. 12)
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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.”
Data must show the student has received quality
instruction and intervention.(Dyslexia Handbook, 2018, 26)
76
(International Dyslexia Association, 2002)
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“Secondary consequences may includeproblems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.”
The student with dyslexia may experience difficulty with reading comprehension
as so much attention and energy is spent on decoding. The student finds reading
so difficult that he or she tries to avoid reading, which negatively affects
his or her vocabulary.
77
(International Dyslexia Association, 2002)
(Shaywitz, 2020)
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Time Spent Reading Each Day
Rea
ding
Tes
t Sco
res (
perc
entil
es)
10
50
90
100
Time Spent Reading Each Day (not in school) <1 min 20 min4.6 min
8000 words per year
282,000 words per year
1.8 million words per year
“Good readers spend more time reading each day, so they read many more words in a year compared to poor readers.”
(Shaywitz, 2020, 126)
78
(Shaywitz, 2020, Fig. 35)
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The Matthew Effect
79
(adapted from Stanovich, 1986)
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Going from Text to Meaning
80
Text
Decoding
General Intelligence
Vocabulary
Word Identification
Reasoning
Concept Formation
Meaning
(Shaywitz, 2020, Fig . 10, 53)
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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.
81
(International Dyslexia Association, 2002)
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Handout #5
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Confirm or Correct?
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Using the Dyslexia Handbook,
based on the grade you work
with, identify at least three risk
factors that might signal a student
is at risk for dyslexia.
83
Handout#1
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bit.ly/TDAModule1Activities
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More boys than girls have dyslexia.
85
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Dyslexia can be inherited.
86
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Dyslexia means a student has a lag in development, and catch-up time is needed.
87
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Students with dyslexia see things “backwards,” reverse letters, and read better with color overlays.
88
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Students with dyslexia are left-handed, can’t tell left from right,
and are clumsy.
89
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Dyslexia falls along a continuum, not into a category.
90
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Students cannot be Gifted/Talented and also have
dyslexia.
91
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Students can be poor readers for reasons other than dyslexia.
92
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What dyslexia is NOT:
A primary problem in reading comprehension or written expression
Poor vision or hearing
Limited cognition
93
(Mather & Wendling, 2011)
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Handout #6a
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Handout #6b
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Components of Dyslexia Instruction ▪ Phonological awareness▪ Sound-symbol association▪ Syllabication▪ Orthography▪ Morphology▪ Syntax▪ Reading comprehension▪ Reading fluency
96
(Dyslexia Handbook, 2018, 40-41)
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Delivery of Dyslexia Instruction
▪ Simultaneous, multisensory▪ Systematic and cumulative▪ Explicit instruction▪ Diagnostic teaching to automaticity▪ Synthetic instruction▪ Analytic instruction
97
(Dyslexia Handbook, 2018, 41-42)
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Steven Spielberg on Dyslexia
99
(LearnConfidently, 2012)
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Having dyslexia makes reading, and sometimes other skills, more difficult to
acquire, but having dyslexia is not necessarily a barrier to success.
(International Dyslexia Association, 2020)
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What resources would be helpful to others interested in learning more about
dyslexia?
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Resources:
▪ Texas Dyslexia Handbook, 2018 Update
▪ Texas Education Agency, Dyslexia and Related Disorders
▪ International Dyslexia Association (IDA)
▪ Child Find, Evaluation and ARD Supports Network
102
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Resources
Texas Education Agency, Special Education
Texas Education Agency, Resources on Special Education in Texas
Texas Education Agency, Technical Assistance: Child Find & Evaluation Guide (2019)
Texas Education Agency, SPED Tex Information Center
Child Find, Evaluation and ARD Supports Network
103
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Additional Resources for Parents:
Texas Education Agency, State Dyslexia Handbook, 2018 Update Texas Education Agency, Parent's Guide to the Admission, Review,
and Dismissal Process Texas Education Agency, SPEDTex Parent Resources Texas Education Agency, Dyslexia Fact Sheet (English and Spanish) Texas Education Agency, IDEA Fact Sheet (English and Spanish)
State Dyslexia Helpline: 1-800-232-3030SPEDTexas Helpline: 1-855-773-3839
104
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Research-Based Best Practices• It is important to note that in Texas, the approach
to teaching students with dyslexia is founded on research-based best practices.
• The type of instruction matters.
• The key to preventing reading failure for students with dyslexia is early identification and early intervention.
• Instruction by a highly skilled and knowledgeable educator who has specific preparation in the remediation of dyslexia is necessary.
105
(Dyslexia Handbook, 2018, 46)
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ABCs of Helping
Accentuate the positive
Be understanding
Communicate
106
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Last Thoughts
“Once you understand dyslexia, its symptoms and treatment will make
sense to you.”
107
(Shaywitz, 2003, 6)
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3-Minute Pause
108
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top related