SUPPORTING DYSLEXIC STUDENTS IN MAINSTREAM EDUCATIONAL SETTINGSBy Alicia Smith

WHAT IS DYSLEXIA?

Working definitions of dyslexia Inability to decode words well despite substantial

reading instruction ( Pressley &McCormick, 2007) Language based learning disability

Refers to a cluster of symptoms which results in people having difficulties with specific language skills, specifically reading (International Dyslexia Association, 2011)

Average to above average IQ’s are common in people with dyslexia

WHO DOES DYSLEXIA AFFECT?

15-20% of the population has a language based learning disability (International Dyslexia Association, 2011)

An average of 4 to 5 student out of a class of 25 are affected

ISSUES FACING CLASSROOM TEACHERS

Language based learning disabilities may go undiagnosed for long periods of time

Given the prevalence teachers must be prepared to support these students in their classroom

Many students with moderate to severe dyslexia may be kept in mainstream classrooms for most of instructional time

Due to misconceptions surrounding dyslexia, families may struggle with how to best support their child

DYSLEXIA IN EDUCATIONAL SETTINGS

Students with dyslexia require differentiated instruction methods

Debate on how to best support dyslexic students Advocates for both pull out and in class

interventions

TYPES OF INSTRUCTION

Multi-Sensory instruction utilizes phonetics and emphasizes visual, auditory and kinesthetic learning styles. Approach includes teaching students to

understand alphabetic principal, read sight words, and be proficient in reading words by matching speech sounds to parts of words

Emphasizes direct, explicit instruction

TYPES OF INSTRUCTION, CONTINUED

Morphological instruction includes teaching students to be conscious of morphological structure of words and their ability to reflect and manipulate the structure.( example :jump+s, jump+ing)(Goodwin & Ahn, 2010) Approach also emphasizes explicit, direct

instruction

ELEMENTS OF SUCCESSFUL INTERVENTIONS

Multiple instructional components, focused on explicit and systematic instruction in phonology and the alphabetic code

Engaging and interactive, incorporates manipulatives often

Allows opportunity to respond many times Provides ample opportunities to practice

through cumulative reviews of reading skills designed to support mastery learning

Data is used to monitor progress and ensure intervention validity

(Otaiba, Conor, Foorman, Shatschneider, Grulich & Sidler, 2009)

INTERVENTION

The Response to Instruction or Intervention (RTI) process is used to to eliminate ineffective reading instruction as a cause of reading difficulties. Three tiers of instruction

Tier 1 primary classroom instruction-all students receive evidence-based and well-implemented reading instruction for 90 minutes per day

Tier 2 – interventions provided to children who did not make adequate gains when they received Tier 1

Tier 3- individualized instruction based on students assessment data ( small group of 1 to 3 students)

CONCLUSIONS

Students with dyslexia need early and often interventions to ensure their success

Through RTI, teacher identifies needs and correct instruction for students

Interventions should includes systematic instruction using multi-sensory instruction with an emphasis on explicit instruction on phonemic awareness, phonics, morphemes and alphabetic code

SOURCES

Goodwin, A. P., & Ahn, S. (2010). A Meta-Analysis of Morphological Interventions: Effects on Literacy Achievement of Children with Literacy Difficulties. Annals of Dyslexia, 60(2), 183-208.

The International Dyslexia Associationhttp://www.interdys.org/, 2011

Pressley, M., & McCormick, C.B. (2007). Child and adolescent development for educators. New York, NY.: The Guilford Press.

Otaiba, S. A., Connor, C.M., Foorman, B., Schatschneider, C., Gruelich, L.,& Sidler, J.F. (2009). Identifying and intervening with beginning readers who are at-risk for dyslexia. Perspectives on language and literacy, 35(4), 13-18.