Dyslexia AwarenessDyslexia Awareness

Definition

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 Board of Directors, November 12, 2002).

*TEA Dyslexia Handbook Revised 2007

DYSDYS = TROUBLE = TROUBLE LEXIALEXIA = WORDS = WORDS

What Dyslexia IS

• A word level reading disorder caused by problems with phonological processing

• An impairment that the student can adapt to with intervention

• A condition that occurs in students with adequate intelligence

• A disorder of neurologic origin

WHAT DYSLEXIA IS NOT

DYSLEXIA….. is is NOTNOT a “catch all” term for all reading a “catch all” term for all reading

disordersdisorders

.. is is NOTNOT gender prevalent – it does not occur gender prevalent – it does not occur more in boys than girlsmore in boys than girls

.. is .. is NOTNOT outgrown or cured outgrown or cured

.. is .. is NOTNOT caused by brain trauma caused by brain trauma

.. is .. is NOTNOT a visual problem a visual problem

WHAT DYSLEXIA IS NOT

DYSLEXIA…

.. is .. is NOTNOT a lack of intelligence a lack of intelligence

.. is .. is NOTNOT due to a lack of effort due to a lack of effort

.. is .. is NOTNOT a developmental lag a developmental lag

.. is .. is NOT NOT uncommon: 5–17.5 % of populationuncommon: 5–17.5 % of population

.. is .. is NOT NOT responsive to standard reading responsive to standard reading instructioninstruction

STRENGTHS

LEADERSHIP LEADERSHIP SKILLSSKILLS

THINKING “OUT OF THE BOX”THINKING “OUT OF THE BOX”

PAT

TO

NPA

TT

ON

CHURCHILLCHURCHILL

POLITICAL POLITICAL

&&

MILITARYMILITARY

THOMAS EDISON

THOMAS EDISON

BUSINESSBUSINESS SCIENTISTS &SCIENTISTS &

INVENTORSINVENTORS

THE PICTURE OF DYSLEXIATHE PICTURE OF DYSLEXIA(ALL STRENGTHS (ALL STRENGTHS DO NOTDO NOT OCCUR FOR EVERYONE) OCCUR FOR EVERYONE)

JFKJFKTED TURNERTED TURNER

VISUOSPATIAL / MOTOR SKILLSVISUOSPATIAL / MOTOR SKILLS

SURGEONSSURGEONS ATHLETESATHLETES

NEUROSURGERYNEUROSURGERY MOHAMMAD ALIMOHAMMAD ALI NOLAN RYANNOLAN RYAN

THE PICTURE OF DYSLEXIATHE PICTURE OF DYSLEXIA(ALL STRENGTHS (ALL STRENGTHS DO NOTDO NOT OCCUR FOR EVERYONE) OCCUR FOR EVERYONE)

STRENGTHS

WRITTEN LANGUAGE CHALLENGES

READING

Mechanics Comprehension

SpeedMechanics

Speed

SPELLING & WRITING

Expressing Ideas

THE PICTURE OF DYSLEXIATHE PICTURE OF DYSLEXIA(ALL SYMPTOMS (ALL SYMPTOMS DO NOTDO NOT OCCUR WITH EVERYONE) OCCUR WITH EVERYONE)

Reading/Writing/Spelling Characteristics

• Difficulty reading single words in isolation

• Difficulty accurately decoding nonsense or unfamiliar words

• Slow, inaccurate, or labored oral reading (lack of reading fluency)

• Difficulty learning to spell

Characteristics lead to …

• Variable degrees of difficulty with word recognition in isolation or in context

• Variable difficulty with aspects of reading comprehension

• Variable difficulty with aspects of written composition

• A limited amount of time spent in reading activities

How can I help in the classroom?

First, find out what each individual student’s strengths are.

Review their classroom Intervention Plan with your LA specialist.

Provide multi-sensory lesson strategies.

Remember:Students Retain:

10% … of what they read

20% … of what they hear

30% … of what they see

50% … of what they see and hear

70% … of what they say

90% … of what they say as they do something!