take a whirlwind tour of hot topics in dyslexia & literacy part 2 (ida conference 2015)
TRANSCRIPT
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Carolyn D. Cowen Nancy Cushen White IDA Oct 30, 2015
HOT TOPICS In Dyslexia & Literacy
#DyslexiaCon Cowen/Cushen White
Take a Whirlwind Tour of PART II.
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SEE PART I FOR THE BEGINNING OF THIS PRESENTATION
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DYSLEX
IAS
UPSIDE
DSM5 & DYSLEXIA
DYSLEX
IA
DEBATE
TEACHER PREPARATION
LEGISLATION
TOUR GUIDES
Cowen/Cushen White
Join our whirlwind tour of HOT TOPICS in dyslexia &
literacy
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5 HOT TOPICS
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1. Dyslexias Upside 2. DSM-5 & Dyslexia 3. The Dyslexia Debate 4. Teacher Preparation 5. Legislation
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1. Does dyslexia have upsides? 2. Should DSM-5 have included dyslexia as a separate diagnosJc category?
PONDER
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SHOW OF HANDS Any clinicians in the room using DSM-5?
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DSM-5 & Dyslexia What are the implications?
May 2012 Jan 2014 Cowen/Cushen White N
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What is DSM-5? Diagnostic & Statistical Manual of Mental Disorders (DSM-5th Edition)
Published by American Psychiatric Association (APA) Includes codes for all recognized mental health disorders Cowen/Cushen White
HEADLINES
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HEADLINES May 2012 Alerted dyslexia
community that DSM-5 might NOT include proposed new language incorporating dyslexia as a diagnostic category (Included Call-To-Action petition)
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Jan 2014
HEADLINES
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Dr. Tannocks Q&A defines and explains new DSM-5 criteria for diagnosis of Specific Learning Disorder
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DiagnosJc Criteria for Specific Learning Disorder (SLD)?
Eliminated IQ-achievement discrepancy as requirement
Created overarching category w/ specifiers for reading, writing, math difficulties
Dr. Rosemary Tannock
Cowen/Cushen White
HEADLINES
Replaced w/ 4 new criteriaALL MUST be met Designated 3 levels of severity
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OVERARCHING SLD CATEGORY
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Specifiers detail impairment in 3 major domains
HEADLINES
Reading Word reading accuracy, reading rate or fluency, reading comprehension
Written expression Spelling accuracy, grammar and punctuation accuracy, clarity or organization of written expression
Math Number sense, accurate or fluent calculation, accurate math reasoning
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4 NEW CRITERIA REPLACE IQ ACHIEVEMENT
DISCREPANCY REQUIREMENT
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Measurement Academic skills substantially below expected for age or
Significant interference with academic, occupational, or daily activities Confirmed by standardized achievement measures and other clinical assessment
HEADLINES
At least 1 (of 6) Symptoms (academic areas) Have persisted for at least 6 months Despite targeted instruction
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4 NEW CRITERIA REPLACE IQ ACHIEVEMENT
DISCREPANCY REQUIREMENT
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HEADLINES
3 Onset during school-age years. (May not manifest until young adulthood or laterwhen academic demands exceed capacity.)
o Tests under strict time constraints oReading text / complex syntax, grammar oWriting complex essays, reports o Increasingly heavy academic or workplace requirements
Learning difficulties not better accounted for by other conditions, as in previous DSMs.
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TANNOCK SEES SEVERAL POSITIVE IMPLICATIONS
Dr. Rosemary Tannock
Cowen/Cushen White
HEADLINES
1 New criteria call for evidence of symptom persistence and wider array of data to confirm/quantify low academic achievement may encourage educator -clinician-parent collaboration to compile formal/informal data
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TANNOCK SEES SEVERAL POSITIVE IMPLICATIONS
Dr. Rosemary Tannock
Cowen/Cushen White
HEADLINES
2 DSM-5 specifiers characterizing the range of academic skills affected by dyslexia may increase awareness that dyslexia typically encompasses more than decoding/spelling difficulties
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HEADLINES
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Dr. Rosemary Tannock
3 DSM-5 specifiers also may build understanding that increasing learning demands trigger developmental changes in SLD symptoms over time
TANNOCK SEES SEVERAL POSITIVE IMPLICATIONS
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TANNOCK SEES SEVERAL POSITIVE IMPLICATIONS
Dr. Rosemary Tannock
Cowen/Cushen White
HEADLINES
Eliminating IQ-achievement-discrepancy requirement eliminates lengthy/costly neuropsych. assessment requirement; encourages evaluators to shift from assessment for diagnosis to assessment for intervention
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May 2012 Jan 2014
DSM-5 & Dyslexia What are the implications?
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!FROM A CLINICIANS PERSPECTIVE"
Recognizes unique profile of 2e students
Acknowledges effects of increasing academic demands over time
Notes diminishing returns for use of certain compensatory strategies Discourages use of cut-off scores Encourages use of clinical judgment
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5 MORE POSITIVE IMPLICATIONS HIGHLIGHTING INDIVIDUAL
DIFFERENCES
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Dyslexia was not a diagnostic category in DSM-IV either
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TAKE-AWAYS
Discussion of specifiers may increase opportunities for use of diagnosis to inform instructional planning
BUT DSM-5 includes IDA definition in specifiers section AND suggests dyslexia as alternative term for SLD with impairment in reading
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Dyslexia often more than decoding/spelling difficulties
Parent-school-psychologist collaboration can deepen understanding and can inform instructional planning
Psychometric data do NOT tell whole story
Increased demands over time compound developmental symptoms
MORE TAKE-AWAYS
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Should DSM-5 have included dyslexia as a diagnosJc category?
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Should DSM-5 have included dyslexia as a diagnosJc category?
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DSM-5 addresses dyslexia far more comprehensively than DSM-IV and far beaer than iniJally fearedespecially in aaenJon to individual differences, encouragement to collaborate, and use of mulJple tools for assessment.
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Should be 11:40
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5 HOT TOPICS
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1. Dyslexias Upside 2. DSM-5 & Dyslexia
3. The Dyslexia Debate 4. Teacher Preparation 5. Legislation
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1. Does dyslexia have upsides? 2. Should DSM-5 have included dyslexia? 3. Is the dyslexia construct valid?
PONDER
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SHOW OF HANDS How many of you have read the book?
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The Dyslexia Debate Worth learning about!
April 2014 June 2014
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(Winter/Spring 2014)
Argues dyslexia NOT a scientifically rigorous construct for research or educational/clinical practice
HEADLINES
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Does NOT dispute existence of biologically-based reading difficulties Proposes generic term reading disabilities instead
Drs. Julian Ellioa & Elena Grigorenko
HEADLINES
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Many states incorporating dyslexia & IDA-NICHD definition into dyslexia laws IDA President
Hal Malchow
IDA RESPONSE April 2014 HEADLINES
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At IDA, we understand the science behind reading disorders
Also understand power of common language & mission/purpose it provides
IDA RESPONSE CONT. HEADLINES
IDA President Hal Malchow
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IDA RESPONSE CONT.
IDA President Hal Malchow
Dyslexia, a beauJful word. True, describes a category of learning disorders.
But, also describes community, body of knowledge, category of law, more positive sense of self, belief about progress we can achieve together.
HEADLINES
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WOLF RESPONSE
Dr. Maryanne Wolf
June 2014
HEADLINES
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SHOW OF HANDS How many have read the book?
Heard Wolf speak?
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WOLF RESPONSE
Much to learn from this book! Six insights
Dr. Maryanne Wolf
June 2014
HEADLINES
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Sciences search for parsimony has led to simplistic 1-dimensional explanations w/ various names History of different explanations and names of dyslexia arise from the complexity of the reading circuit
HEADLINES
SIX INSIGHTS
Dr. Maryanne Wolf
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The brain can/does make different reading circuits! May be a different reading circuit
in some children thats genetically based and that advantages the RIGHT hemisphere for normally LEFT hemisphere tasks
HEADLINES
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SIX INSIGHTS
Dr. Maryanne Wolf
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All this dynamic complexity makes understanding dyslexia research difficult
(Note: Hence, the challenge with a scien6fically rigorous construct of dyslexia)
HEADLINES
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SIX INSIGHTS
Dr. Maryanne Wolf
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Grigorenko illuminates how geneJcs of dyslexia is connected to structural & behavioral research
But Wolf differs with authors conclusionsshe asserts THREE addiJonal points .
HEADLINES
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SIX INSIGHTS
Dr. Maryanne Wolf
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NOT UP FOR DEBATE Children w/ dyslexia are best served w/ diagnosis & explanation of their reading difficulties
No one w/ dyslexia should feel they are lazy, less smart! That dyslexias construct (like reading) is complex, is no reason to return to general termse.g., Reading Disabilities
HEADLINES
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The Dyslexia Debate Worth learning about!
April 2014 June 2014
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The various hallmark
characterisJcs of dyslexia fall along
conJnuums of severity that are not fixed can change
across lifespan & improve especially w/ good teaching.
Dyslexia, like ADHD, auJsm spectrum disorder, is LESS a disJnct
syndrome w/ clear diagnosJc markers & obvious demarcaJons; MORE a developmental mulJdimensional-
spectrum condiJon.
TAKE-AWAYS
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Therein lies one of the great challenges in dyslexias
construct thus, in how individuals with dyslexia are identified and for whom treatments and resources are allocated and accommodated are granted.
MORE TAKE-AWAYS
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school
Will this debate hurt families struggling with dyslexia trying to find appropriate
services in schools? Cowen/Cushen White C
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September 24, 2015: Experts Consider Abandoning Term DyslexiaNo Consensus
POSTSCRIPT
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Is the dyslexia construct valid?
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Is the dyslexia construct valid? The dyslexia construct is challenging and complexlike the developmental, mulJdimensional-spectrum condiJon the construct seeks to capture. That it remains so difficult lends credibility to efforts thus far. BUT given the pace of scienJfic discovery, its reasonable to think of todays construct as a work in progress.
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Should be 11:49
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Time to energize!
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Stand and Clap!!
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20x/30x/40x softly/vigorously
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LEGISLATION
DYSLEXIAS UPSIDE
TEACHER PREPARATION
DYSLEXIA
DEBATE
DSM5 &
DYSLEXIA
WHIRLWIND TOUR!
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1. Dyslexias Upside 2. DSM5 & Dyslexia
3. The Dyslexia Debate 4. Teacher Preparation 5. Legislation
5 HOT TOPICS
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1. Does dyslexia have upsides? 2. Should DSM-5 have included dyslexia? 3. Is the dyslexia construct valid? 4. Are teachers prepared to teach students with dyslexia?
PONDER
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SHOW OF HANDS How many of you teach reading?
How many of you prepare teachers to teach reading?
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July 2014 June 2013
Are teachers being prepared to teach vulnerable students?
Teacher Prep Reform
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National Council on Teacher Quality (NCTQ) releases reports on how well US Schools of Ed. prepare teachers to enter classrooms.
hap://www.nctq.org
HEADLINES
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Also released in US News & World Report.
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Reported on 1st edition of NCTQs Teacher Prep Review evaluating 1,100+ colleges/universitys preparing elementary & secondary teachers.
June 2013
HEADLINES
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Which does best/weakest job preparing new teachers?
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Examiner also reported release of 2nd edition of NCTQs Teacher Prep Review. Neither report positive (though 2nd mentions early evidence teacher prep programs making changes).
July 2014
HEADLINES
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Both controversial! N
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Teacher PreparaJon Another Approach
May 2012 Sept 2015
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Teacher Prep Reform Two very different approaches
HEADLINES
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Are teachers being prepared to teach vulnerable students?
Teacher Prep Reform
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TAKE-AWAYS To teach reading well especially to students who struggle teachers need deep content knowledge of language structure
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Teacher prep reform & targeted PD are key, but HOT BUTTON issues that inflame passions &
get highly politicized. Watch for these to be even more contentious & central in dyslexia/literacy legislation.
Teacher Prep Reform
TAKE-AWAYS
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To dive more deeply into teacher preparation and IDAs Knowledge &
Practice Standards
Friday, 11:45-12:45 Friday, 2:00-5:00
DEEPER EXPLORATION
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Are teachers prepared to teach students with dyslexia?
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Not yet.
Are teachers prepared to teach students with dyslexia?
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Should be 11:58
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BAIL-OUT PLAN? Vote?
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1. Dyslexias Upside 2. DSM5 & Dyslexia
3. The Dyslexia Debate 4. Teacher Preparation 5. Legislation
5 HOT TOPICS
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1. Does dyslexia have upsides? 2. Should DSM-5 have included dyslexia? 3. Is the dyslexia construct valid? 4. Are teachers prepared to teach students with dyslexia? 5. Will dyslexia legislaJon make a difference?
PONDER
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LegislaJon: Not in our wheelhouse Looking for a legislation-policy reporter!
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Dyslexia & Literacy LegislaJon Levers for change
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SHOW OF HANDS How many of you are involved in
state legislative efforts?
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38 States are Reported to Have Dyslexia LegislaJon Enacted or Underway
Alabama Arizona Arkansas California Colorado Connecticut Florida Hawaii Illinois Indiana Iowa Kansas
Kentucky Louisiana Maine Maryland Massachusetts Mississippi Missouri Nevada New Hampshire New Jersey New Mexico New York
North Carolina Ohio Oklahoma Oregon Pennsylvania Rhode Island Tennessee Texas Utah Virginia Washington West Virginia
HEADLINES
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CAUTION: Not 100% certain this list is accurate/up to date
Wisconsin Wyoming
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OH Senate passed HB 96 & 157 Dec. 14
Dec. 2011
Watch the Bill pass
Ohio Passes Dyslexia LegislaJon HEADLINES
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Ohio, New Jersey, Wisconsin, South Carolina
Jan 2012 Feb 2013
Reporting & Mobilizing Aug 2013 Mar 2014 Dec. 2011
HEADLINES
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Deborah Lynam
Dr. Gordon Sherman
Dr. Charloae Andrist
Elenn Steinberg
LESSONS: Looking back at lessons from your states dyslexia legislation efforts and ahead at future challenges and opportunities, what ONE thing is the most important consideration going forward or for those following in your footsteps in other states?
HEADLINESLESSONS
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Using the IDA-NICHD definition of dyslexia made all the difference in NJ. It was the science-based stepping stone to everything else .
Deborah Lynam
Dr. Gordon Sherman
Legislation is important, but Impact is in implementation. Building coalitions is key. Schools, administrators, teachers need to buy in. Being mandated is a start; understanding WHY is most powerful. Weve a knowledge-practice gap.
HEADLINESLESSONS
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Too often, as parents we think dyslexia legislation will fix a broken system. We cannot se?le for unfunded mandates and minimal programs to educate teachers. Make public your quest. Con6nue to push to get colleges of educa6on to produce teachers who know how to teach reading.
Dr. Charloae Andrist
Elenn Steinberg
Its all about having a well-placed advocatefor example, a senator, congressman, or state school board member of a child with dyslexia. You must do your homework, educate, and network, but a strong and passionate advocate is a must.
HEADLINESLESSONS
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Deborah Lynam
Dr. Gordon Sherman
Dr. Charloae Andrist
Elenn Steinberg
Priceless words of wisdom!
HEADLINESLESSONS
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State Literacy LegislaJon LESSONS FROM: Colorado Connecticut Minnesota
literatenaJon.org
RESOURCES
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Model LegislaJon to Promote literacy Remediate dyslexia
literatenaJon.org Cinthia Coles
Elenn Steinberg
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RESOURCES
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HANDOUT: LITERATE NATION PUBLCATI0NS
URL for Literate Nation Publications is on p. 5 of handout
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April 2012
June 2012
Dyslexia Goes to Congress May 2012 Jan. 2014 July. 2014
HEADLINES
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April-May 201 Sept. 2015
Sept. 2015
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HEADLINES
Chair, Lamar Smith Hon. Bill Cassidy Hon. Julia Brownley
Sept. 2014
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2014 HEARING
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Commiaee on Science, Space, Technology
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HEADLINES
Bill Cassidy
Commiaee on Science, Space, Technology
CHAIR Lamar Smith
BiparJsan Congressional Dyslexia Caucus
CO-CHAIRS Lamar Smith Julia Brownley
BACKGROUND
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HEADLINES 2015 HEARING Commiaee on Science, Space, Technology
CHAIR Lamar Smith
Ms. Barbara Wilson Dr. Paula Tallal Dr. Rachel Robillard
Dyslexia and the Need to READ Act: H.R. 3033, Research Excellence and Advancements for Dyslexia
WITNESSES
Sept. 30, 2015
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HEADLINES
READ Act clears committee with bipartisan support
OCTOBER 8, 2015
Commiaee on Science, Space, Technology
WOULD FUND R&D
Early identification Professional development for teachers & administrators Curricula development & evidence- based educational tools
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Oct. 2015
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SHOW OF HANDS Did any of you attend or watch on video?
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HEADLINES
House Committee Convenes Hearing on Dyslexia
Secretary of Education Issues Statement on LD, Dyslexia, ADHD
House Committee Approves READ Act
Senate Passes Bipartisan Resolution on Dyslexia
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Oct. 2015
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HEADLINES Duncan Issues Statement on LD, Dyslexia & ADHD
These students often experience challenges in school related to reading, writing, mathematics, and focus, but these students also have great strengths and enormous potential
OCTOBER 5, 2015
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Senate Passes BiparJsan ResoluJon on Dyslexia
HEADLINES
Designating October 2015 National Dyslexia Awareness Month
OCTOBER 9, 2015
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HEADLINES
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JULY 14-15 Dyslexia Hill Day promoted reform
DC Summer 2015 EvenKul for dyslexia
JULY 16 Senate passed Every Child Achieves Act (ESEA Reauthorization) JULY 31 Dyslexia Caucus letter to DOE
Sept. 2015
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HEADLINES April-May 2015
Cassidy Amendments on dyslexia defeated Introduced 2 amendments to NCLB/ESEA reauthorization bill (Every Child Achieves)
Related to training to recognize dyslexia & other LDs and to ensuring resources for academic success
Reasons Cited for Defeat Unfair to single out one disability group
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Sea Change?
Idiom for broad transformation
(From a phrase in Shakespeares The Tempest)
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Sea Change?
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SHOW OF HANDS Members of Decoding Dyslexia?
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Sea Change? BOSTON
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LegislaJon can be an important lever for change
CHANGE
CAUTION
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But Legislation
is only part of the equation
EFFECTIVE INTERVENTIONS
EFFECTIVE IMPEMENTATION
METHODS
ENABLING CONTEXTS
INTENDED OUTCOMES
IMPLEMENTATION SCIENCE
Various components, accountabilities, and shifts are needed to create a system that will support and sustain effective programs and practices
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IMPLEMENTATION SCIENCE SystemaJc study of variables and condiJons that lead to full and effecJve use of
evidence-based pracJces and other effecJve innovaJons in
human-service sesngs
HEADLINE
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But Legislation
is only part of the equation
EFFECTIVE INTERVENTIONS
EFFECTIVE IMPEMENTATION
METHODS
ENABLING CONTEXTS
INTENDED OUTCOMES
IMPLEMENTATION SCIENCE
Various components, accountabilities, and shifts are needed to create a system that will support and sustain effective programs and practices
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There is a science to effecJve reading instrucJon AND there is a science
to effective implementation
HEADLINE
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There is a science to implemenJng change Jan. 2015
literatenaJon.org/ libraries/libraries-research/
Spring 2015
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RESOURCES
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URLs for Examiner are on p. 1 & for Literate Nation are on p. 5
HANDOUT
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To learn more about implementation science
Friday, 2:00-3:00
DEEPER EXPLORATION
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To learn more about legislation issues, get tapes for
Thursday, 3:00-4:00
Friday, 10:30-11:30
DEEPER EXPLORATION
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Dyslexia & Literacy LegislaJon Levers for change
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TAKE-AWAYS
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To steer clear of avoidable pitfalls and to help enact effective legislation, parent activists need good info., resources, and support e.g., model legislation
A strong dyslexia-literacy legislative movement is underwaydriven to a large degree by parents mobilizing at grassroots levels
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TAKE-AWAYS
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Legislation and top- down mandates often are necessary, but not sufficient
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Implementation science is a key ingredient for generating effective and sustainable change
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Will dyslexia-literacy legislaJon make a difference?
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It can be a powerful lever, IF it includes core elements of effecJve legislaJon (e.g., Literate NaJons model legislaJon, IDA definiJon), is grounded in the science of reading and effecJve instrucJon (e.g., IDAs KPS), & is combined with implementaJon science pracJces
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Will dyslexia-literacy legislaJon make a difference?
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3 PARTS
Aims & Challenge
Wrap Up
Examiner Lens (5 Hot topics) w/ ac6vity at end of 1st Hot Topic
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Lens Preview
Call to AcJon
Q&A
Ground Rules & Handout
Author Tips
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Parent & Educator Lenses w/ ac6vity
BEGINNING 15 minutes
MIDDLE 95 minutes
END 15 minutes
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Weve covered all these topics
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1. Does dyslexia have upsides? 2. Should DSM-5 have included dyslexia? 3. Is the dyslexia construct valid? 4. Are teachers prepared to teach students with dyslexia? 5. Will dyslexia legislaJon make a difference?
We pondered these 5 quesJons
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1. Does dyslexia have upsides?
2. Should DSM-5 have included dyslexia as a diagnosJc category?
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It oPen depends on environmental demands.
DSM-5 addresses dyslexia more comprehensively than DSM-IV and more effec6vely than feared.
RECAP: SHORT ANSWERS
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3. Is the dyslexia construct valid?
4. Are teachers prepared to teach students with dyslexia?
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Yes, but it probably is a work in progress that will con6nue to evolve.
Not yet.
RECAP: SHORT ANSWERS
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5. Will dyslexia legislaJon make a difference?
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Legisla6on can be a powerful lever, but it can disappoint if it does not incorporate key elements of model legisla6on, is not grounded in evidence -based reading instruc6on, and is not paired with implementa6on science
RECAP: SHORT ANSWERS
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HANDOUT: SHORT ANSWERS
Short answers are on p. 5 of handout
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URLs on p. 1 Slides for this presentation To get the Examiner To get to archives & Examiner back issues mentioned
EXAMINER ARCHIVES
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Drawing from our experiences as Editors Professionals in the field for decades
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Not necessarily views of IDA
DISCLAIMER!
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Dyslexias Upside
DSM5 & Dyslexia
Dyslexia Debate
Teacher Prep & Dyslexia
Dyslexia Legislation
DYSLEXIA LITERACY LANDSCAPE
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DYSLEXIA LITERACY LANDSCAPE
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DSM5 & Dyslexia
Dyslexias Upside
Dyslexia Debate
Teacher Prep
Dyslexia Legislation
Dynamic, converging, colliding
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ESEA
Reauthorization
Elections
Economy
Pendulum Swings in Education
Education Reform
Testing Backlash
Federal
Role in
Education
Federal Role in Teacher Education
Charter Schools
IDEA Funding
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You!
Theres another dynamic force at
work ...
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Examiner ReporJng
Parent Stages
Educator Stages
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Why these additional lenses
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Explore complex topics shaping the dyslexia-literacy landscape Get perspectives on this dynamic terrain Inspire you to follow paths to deeper exploration
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Why we targeted these aims
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We hope you
feeling less like this
Lost !!
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Empowered to play a role and make a
difference as parents and educators
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more like this
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Less like this
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More like this
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Why we got meta
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Where you are on your path? Where do you want to be?
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What is your next step?
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THINK ABOUT: What do I need to do to get from here to there?
HERE THERE
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The more we understand the dynamic forces at work on the dyslexia/literacy landscape AND where we are on our paths as educators and parents
the better prepared we are to help shape that landscape on behalf of children with dyslexia and those at-risk for reading difficulties
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3 CALLS TO ACTION
1. Share your familys story 2. Sign Understood.orgs petition 3. Participate in Dyslexic Advantages Survey
See HANDOUT to learn how to
take these acJons
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Why is all this so
important? Cowen/Cushen White C
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These are more than staJsJcs!
NAEP: 35% 4th graders reading below basic
IDA: Dyslexia affects 10 -20%
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They are kids
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Economic/cost to society argument
Civil rights argument
Unrealized potential/ talent lost to society argument
GOOD ARGUMENTS
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Humane argument
Read out loud together
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Kids in 3rd grade already were emotionally
devastated. Id ask them to read out loud and saw fear in their eyes. By nine years of age, theyd already failed. How do we stop this before it starts?
G. Reid Lyon 2013 PBIDA Conference
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How do we
STOP this before it starts?
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We each have a role to play. We each can make a difference.
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These are ALL our kids
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They are our future
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LEGISLATION
DYSLEXIAS UPSIDE
TEACHER PREPARATION
DYSLEXIA
DEBATE
DSM5 &
DYSLEXIA
WHIRLWIND TOUR!
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WHIRLWIND TOUR
10:30-12:30
Hot Topics: Dyslexia & Literacy
10 11 12 Examine
r
Parent
Educato
r
3 LENSES
1. Dyslexias Upside
2. DSM5 & Dyslexia
3. The Dyslexia Debate
4. Teacher Preparation
5. Legislation
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Activities
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Tips for Aspiring Examiner Authors IDA EXAMINER
HANDOUT available up front after session
Feature Writers Contributing & Copy Editors Legislation/Policy Reporter Editor to help people with dyslexia tell their stories
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Interested in WriJng for the Examiner?
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THANK YOU!
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QUESTIONS?
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IDA Oct 30!!
Cowen/Cushen White
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Dyslexias Upside DSM5 & Dyslexia Dyslexia Debate
Teacher Prep & Dyslexia Dyslexia Legislation And more!
FOR FURTHER READING ON
Find me on Twitter: @cdcowen
Follow links to Examiner interdys.org # Publications Drop-Down Menu # The Examiner # Examiner Webpage: Click here to read articles from past issues
CREDIT/DISCLAIMER: Images licensed from istock.com (unless otherwise stated). Images used for illustrative purposes only; any
person depicted is a model (unless otherwise stated).
Cowen/Cushen White
Also see: scoop.it/t/dyslexia-diablogue-ida-examiner slideshare.net/carolyndcowen
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Advancing dialogue and forward thinking where dyslexia and
new media intersect.
COMMUNICATION BY DESIGN Power Mission with the Message [email protected] Twitter: @cdcowen
Getting the right help can change the picture!
Finish ppt
today!
Cowen/Cushen White