3. If students don’t learn the
way we teach, then let’s
teach the way they learn.
-Kenneth Dunn
4. What is Dyslexia?
Dyslexia is NOT:
A vision issue – dyslexic students do not see backwards or upside down
A curable disease – dyslexia cannot be cured by taking medication or completing a
program
The same for everyone – it is a personalized disability and no two students are
exactly the same
B/D & P/Q Confusion – it is age appropriate or normal, to a certain point, for
students to reverse letters and/or numbers
1 in 5 children will fall somewhere on the dyslexia spectrum. That means in a class of
30 students, 5-6 students will be dyslexic.
Source: Learning Ally &
Univ. of Michigan
5. What is Dyslexia?
“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 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.”
Working definition of dyslexia adopted
by the International Dyslexia
Association, Reid Lyon Annals of
Dyslexia, 2003, 53, 2-10.
6. Characteristics of Dyslexia
Problems in learning the names of the letters of the alphabet
Difficulty in learning to write the alphabet correctly in sequence
Difficulty in learning and remembering printed words
Difficulty retaining letter sounds
Difficulty blending sounds together for reading
Difficulty segmenting (unblending) sounds for spelling
Reversal of letters or sequences of letters
Difficulty in learning to read
Difficulty in reading comprehension
Cramped or illegible handwriting
Repeated erratic spelling errors
Difficulty getting thoughts down on paper
Source: Linda Sullivan, CALT
7. Characteristics that MAY be associated
with Dyslexia
Delay in spoken language
Difficulty in finding the “right” word when speaking
Poor listening skills
Attentional disorders
Auditory processing disorders
May be late in establishing preferred hand for writing
May be late in learning right and left and other directional components such as up-
down, front-behind, over-under, east-west, and others
Problems in learning the concept of time and temporal sequencing, i.e., yesterday-
tomorrow, days of the week and months of the year
Family history of similar problems
Source: Linda Sullivan, CALT
8. Reasons why English is hard to learn:
The bandage was wound around the wound.
The farm was used to produce produce.
The dump was so full that it had to refuse more refuse.
We must polish the Polish furniture.
He could lead if he would get the lead out.
The wind was too strong to wind the sail.
Upon seeing the tear in the painting I shed a tear.
Source: Linda Sullivan, CALT
9.
10. Texas Dyslexia Law
Texas Administrative Code §74.28
(State Board of Education Rule)
§74.28. Students with Dyslexia and Related Disorders.
A school district shall purchase a reading program or develop its own reading
program for students with dyslexia and related disorders that is aligned with the
descriptors found in "Dyslexia Handbook: Procedures Concerning Dyslexia and
Related Disorders." Teachers who screen and treat these students must be trained
in instructional strategies that utilize individualized, intensive, multisensory,
phonetic methods and a variety of writing and spelling components described in
the “Dyslexia Handbook: Procedures Concerning Dyslexia and Related
Disorders.” The professional development activities specified by each district
and/or campus planning and decision making committee shall include these
instructional strategies.
11. What is MTA?
Multisensory Teaching Approach – Visual, Auditory, Kinesthetic
Written by Margaret T. Smith beginning in 1978 and was based on the Alphabetic
Phonics curriculum
Areas of study include: language awareness, alphabet and dictionary skills,
phonological awareness, reading, spelling, cursive handwriting, comprehension and
composition
7 Kits of Instruction – 2-3 school years to complete instruction
12.
13. Resources for Dyslexia
International Dyslexia Association: http://eida.org
Region 10: http://www.region10.org/dyslexia/index/
State of Texas Dyslexia Handbook: http://www.region10.org/interactive-dyslexia-
handbook/
University of Michigan: http://dyslexiahelp.umich.edu/
Scottish Rite Dyslexia Centers: http://www.childrensdyslexiacenters.org/Home.aspx
Yale Center for Dyslexia: http://dyslexia.yale.edu/
Dyslexia Training Institute: http://www.dyslexiatraininginstitute.org/
14. Transition
I need 2-3 volunteers to participate as students
Move to Duffy’s office for lesson
Editor's Notes
Can someone read the quote? Thoughts? Meaning? Connections?
I thought this quote kind of came back to us as a school. It made me think about EL and how we allow our students to experience things rather than just throwing information at them all the time.
What is dyslexia? What are some things that you may have heard about dyslexia?
(after opportunity to answer/share out) So, let’s start with what dyslexia is NOT (click)
I have told you what dyslexia is NOT, so now let’s talk about what it is. The current working definition was adopted by the International Dyslexia Association (click). Read definition and break down word meanings.
Some common issues that dyslexic students experience
Additional characteristics
What are the rules for pronunciation of these words?
Dr. Kelli Sandman-Hurley (co-founder of the Dyslexia Training Institute) urges us to think again about dyslexic brain function and to celebrate the neurodiversity of the human brain.
EXIT PRESENTER VIEW TO SHOW VIDEO, WHEN VIDEO IS OVER, THEN RE-ENTER PRESENTER VIEW
Texas has one of the best dyslexia laws. Some states do not recognize dyslexia. Have a friend in WA, son has diagnosis of dyslexia, they don’t recognize it.
Some people may wonder why I want to do this (click) this is why. I watched him struggle through Kinder and 1st grade with blending and segmenting words. I knew something was “wrong” with his reading. My husband is also dyslexic and I knew it ran in families. As I started researching, I knew I wanted other kids to get the help they needed. But, please remember that these students are not defined by their dyslexia. They are more than that.
Most of these you can follow on Facebook. Many post information/articles that are interesting to read or search the websites for more information.