4/13/2015

1

Teaching Students with Dyslexia and LD

Elaine Cheesman, Ph.D.Texas Christian University

April, 2015

Summary

Social‐Emotional

Interventions

Strategies

4/13/2015

2

DefinitionInternational Dyslexia Association and NICHD (2002)

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.

Elaine Cheesman, Ph.D.3

Social‐Emotional Impact

Seek the company of younger people; become social isolates.

Doesn’t pay attention to reading or writing tasks.

Easily distracted when reading or writing.

Overwhelmed by school demands or homework

Has feelings of powerlessness, incompetence, anger, frustration. Becomes very active or misbehaves to cover up feelings of inadequacy.  Is the class clown.

Elaine Cheesman, Ph.D.4

4/13/2015

3

Interventions:  Consider . . . 

Classroom Management

Content 

Principles of Instruction

Classroom Management

4/13/2015

4

Positive Behavior Supports ● ● ● ● ●

● ● ● ● ●

• Use “Easy Peel” address label in front of the student.• Record checks for appropriate behavior, and dots for 

inappropriate behavior.• At first, reinforce appropriate behavior with, “I like the 

way you  . . .”  Then just put a check.• Non‐verbally or brief words, indicate disappointment for 

inappropriate behavior.• Keep for ongoing record.

• Make sure you “catch” many more instances of positive behavior when first implementing this practice.

• Optional, at first: tangible reward at end of period . . . day . . . week.

4/13/2015

5

Students Self‐Monitor Progress

Blue = positive

Red = negative or errors

Red lines are goals.

Content and Principles of InstructionKISS ‐ Keep it simple, sweetie!

4/13/2015

6

Reading is a multifaceted skill, gradually acquired over years of instruction and practice.

4/13/2015

7

Dyslexia Handbook (TEA, 2014)

The Dyslexia Handbook, (TEA, 2014)

While the components of instruction for students with dyslexia include good teaching principles for all teachers, the explicitness and intensity of the instruction, fidelity to program descriptors, grouping formats [3‐4 students], and training and skill of the teachers are wholly different from core classroom instruction.

4/13/2015

8

Secrets of Success

1. Predictable routine

2. Efficient transitions

3. Reliable Strategies

4. Maximum student engagement

4/13/2015

9

Reliable Strategies

Reliable at any level.

Can be used with multiple types of content.

Allows for maximum practice and student engagement.

4/13/2015

10

Word Identification 

PA with Game Board (fcrr.org)

4/13/2015

11

PA with Targeted Letter Tiles

Letter naming and writing practice.  

Name the letter as you write. Pay attention to starting place and letter formation.

4/13/2015

12

Phonics: Review Cards Alternative

Rime‐Onset Decoding Strategy

4/13/2015

13

Decoding: Rime‐Onset Strategy

Read rime to onset, 15 – 20  words arranged in minimal pairs differ in only one sound (not necessarily letter).  Selection from Let’s Read, Bloomfield, Barnhart, et al.

4/13/2015

14

Interactive Decoding Sorting Game

Spelling: Phoneme‐Graphing Mapping

28Grace (2009).Phoneme-Grapheme Mapping

dgeel

tcham

iuq

Also called “sound spelling.”

t

4/13/2015

15

Sound Spelling & Dictation

Transfer PGM to Lined Paper

4/13/2015

16

1. Teacher:  We know that  final   /ch/ is spelled tch after a short vowel, but ch after everything else.

2. Teacher: I see that the first word is m – a ‐ /ch/.  The /ch/ is spelled tch because it is after a short vowel, so I will write tchon the line, and then put “match” in the first column under tch.  The next word is l‐u‐n‐/ch/.  The /ch/ sound must be spelled ch because it is not after a short vowel. I will write ch on the line, and then put “lunch” in the second column.  Now it’s your turn. Start with the word l – a ‐ /ch/

3. Student.  Verbalizes as he / she works.

Rapid Pace, Efficient TransitionsMaximum Student Engagement

4/13/2015

17

Heterogeneous Grouping

Students at Different Levels

4/13/2015

18

• Decoding:  Each student reads 3 – 6 words per turn, using the rime‐onset strategy or as whole words. (I often do the page twice – once with rime‐onset, and once as whole words. While one is reading, the others are silently preparing.

• Sound spelling.  Give each person one word at a time. The student sound spells, then turns the paper around for the teacher to check on the next turn.  The teacher checks the work, corrects if necessary, and dictates another word.

Student and Teacher Notebooks

4/13/2015

19

Language Comprehension

Reading is a multifaceted skill, gradually acquired over years of instruction and practice.

4/13/2015

20

Vocabulary: Gradable Antonyms

Whimper

Whine

Cry

Bawl

Sob

Decoding: Box the suffix –lyand read the word.

Vocabulary: Sort for meaning of suffix –ly.

Vocabulary:  Morphology

4/13/2015

21

Academic Vocabulary: Morphology 

41

1. signal sign + al

2. signing sign + ing

3. signify sign + ify

4. resigned re + sign + ed

5. resigning re + sign + ing

6. redesigning _____________________

7. designate _____________________

8. designation _____________________

Morphological Awareness

Elaine Cheesman, Ph.D.42

“I’ll say a word, and a 

sentence with that word.  Then I’ll start a sentence that needs a new form of the word. You tell me the new form.”

Morphological map may or may not be visible to the student.

Sign.  He left his job.  He _________________.Sign.  The form required a _______________ .

4/13/2015

22

Morphology: Spelling

Elaine Cheesman, Ph.D.43

Teacher:  “signalStudent: “signal.  Base “sign” suffix “a – l” (name the letters)1.2.3.4.5.

Have morphological matrix visible at first. Later, remove it. (scaffolding).

Academic Vocabulary: Latin Roots

4/13/2015

23

Syntax

Sequence and function of words in a sentence

Includes grammar and sentence variation

Multisensory Grammar

Color‐codes parts of speechNoun MarkerNoun + verb

EXAMPLEThe people ski.

Carreker, Suzanne. Multisensory Grammar

E. Cheesman, Ph.D.46

4/13/2015

24

Syntax: Sentence Combining

Create more dense sentences by joining two sentences.

Compound subject:

Wes often plays tennis on Saturday.

Ethan often plays tennis on Saturday.

Wes and Ethan often play tennis on Saturday.

E. Cheesman, Ph.D.47

Simple Sentences

Compound subject: Wes and Ethan often play tennis on Saturday.

Compound verb:

Logan saw a movie. She went to dinner with friends. Logan saw a movie and then went to dinner with friends.

E. Cheesman, Ph.D.48

4/13/2015

25

Clauses D,I

INDEPENDENT I WHO + DO

He loves waffles.

DEPENDENT D Subordinating conjunction, WHO + DO

Although he loves waffles . . . 

E. Cheesman, Ph.D.49

Shorthand notation credit: Van Cleve, William

Complex Sentences D,I ID

Independent clause  + dependentclauses

Luke spent $50 on his computer because it came with a printer. (I  D)

While Rob was pulling out of his driveway, he bumped into a car. (D,  I)

E. Cheesman, Ph.D.50

4/13/2015

26

Subordinating Conjunctions

Time Before, after, when, while, until, since

Reason / Causation Because, since, so

Result / Outcome ;therefore,

Contrast / Change But, although, yet, ;however,

Possibility / Probability If (something might happen) Unless (something might not happen)

E. Cheesman, Ph.D.51

Combine Sentences to make Complex Sentences 

E. Cheesman, Ph.D.52

Divide into Groups

Time After, when, whenever

Causation, reason because, since

Consequence, result therefore

Possibility, condition if, unless

4/13/2015

27

Sentence Anagrams

Select a sentence appropriate for your students. Use sentences from content texts.

Put each word on separate sticky notes. Include extra cards for punctuation.

Scramble the words.

Students organize words into sentences.

Thank you!

Dr. Elaine Cheesman

MyReading‐WritingHelp.org

E. Cheesman, Ph.D.54