Beginning Teacher Symposium
Western Carolina University 2014
Research Definition-IDA, 2002
Why define dyslexia?
Dyslexia Is…
FACT OR FICTION
???
Brain Research
What the brain does…
How Prevalent Is Dyslexia?
Lynn Bailey, NC DPI
lynn.bailey@dpi.nc.gov
Basic Facts on Dyslexia
Dyslexia is a specific learning ________________ that is________________
based and characterized by difficulties with decoding and _______________
that are the result of a deficit in the ______________component of language
and is often___________________ in relation to other_________________
abilities and effective classroom instruction, secondary consequences may
include problems in_____________________.
Word Bank: comprehension
phonological
disability
neurologically
encoding
unexpected
cognitive
1-Clear up myths and misconceptions
2- Link the public to information and resources
3- Enable research on the value of educational treatments
• a language-based problem
• An appropriate label for 5% of students with reading problems
• seeing words backwards or seeing shaking letters
• Occurs at all socioeconomic levels
• responsive to standard reading instruction
• a lack of intelligence
• Occurs slightly more often in boys than in girls
• a developmental lag
• A matter of degree of difficulty with reading and not a different type
of problem
• a visual problem
• due to lack of effort
• uncommon in 0 5%-17.5% Of population
• Exists across all levels of intelligence
• New ________ technology, scientists have discovered that the brains
of struggling readers and the brains of strong readers work
differently
• Differences DO NOT have anything to do with intelligence or a hole
or defect in the structure of the brain
• Differences are in the way the brain communicates
• Skilled readers use the left side of the brain
Struggling readers show over activation on the right side of the brain
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Phoneme Producer
Word Analyzer
Automatic Detector
15% of the population is Learning Disabled
75-80% of these are disabled in reading
Males slightly more often affected
74% of poor 3rd graders were still impaired when tested in high
school
“Compensated” adult dyslexics still demonstrate measurable
underlying problems
Beginning Teacher Symposium
Western Carolina University 2014
Preschool and Kindergarten
Grades K-1
Grades 2-3
Grades 4-6
Grades 7-8
High School
Lynn Bailey, NC DPI
lynn.bailey@dpi.nc.gov
Characteristics of Learning Disabilities
• Trouble learning phonics (sounds of letters)
• Low on phoneme awareness tests (taking apart speech sounds in
words)
• Poor spelling
• Cannot remember “sight” words
• Poor handwriting
• Cannot recall sight words even after practice
• Poor phonics skills
• Poor spelling
• Speech sounds omitted
• Inaccurate recall of speech sounds for letters
• Poor recall for even the commonest “little” words
ADDITIONAL PROBLEMS
• Inaccurate and slow oral reading
• Comprehension problems arising from poor word recognition
• Poor handwriting and/or written expression
• Avoidance of reading and writing
• Slow on oral reading fluency tests
• Inaccurate reading of real & nonsense words
• Poor spelling, handwriting & written expression
• Avoidance of reading
• Weak in reading strategies
• Weak reading comprehension when compared to listening
comprehension
• Slow and laborious reading
• Overwhelmed by multiple assignments
• Cannot work fast enough to cope
• Lack of effective strategies for studying
• Needs accommodations and modifications
• Written work remains a huge problem
• Reads slowly
• Comprehension and vocabulary may have declined from lack of
practice
• Writes poorly and with great effort
• Needs strategy and study skills instruction
• Needs accommodations and modifications
• May need foreign language exemption if accommodations do not
provide enough support
• Delivery of remedial instruction still critical
• Reads slowly
• Comprehension and vocabulary may have declined from lack of
practice
• Writes poorly and with great effort
• Needs strategy and study skills instruction
• Needs accommodations and modifications
Beginning Teacher Symposium
Western Carolina University 2014
•
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May need foreign language exemption if accommodations do not
provide enough support
Delivery of remedial instruction still critical
CHARACTERISTICS OF DYSLEXIA
Phonemic Awareness
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Word Retrieval
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Working Term Memory
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Reading vocabulary--Big issue, especially after 3rd grade, and can
adversely impact reading and listening comprehension as well as
class participation
Reading comprehension (including listening comprehension) is often
poor; sometimes exists even if reading is good or if has been well
remediated
Written expression frequently weak because of multiplicity of skills
that must be coordinated
•
Phonological Processing: Three main
causes for difficulty
Secondary Difficulties
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What can you do?
Lynn Bailey, NC DPI
lynn.bailey@dpi.nc.gov
Research b____________ strategies
How much practice? __________________
Simple to ___________________________
Reduce C______________________ L_________________
Pair auditory with V______________________
Provide W_______________ T____________________
Believe they can be successful.
Beginning Teacher Symposium
Western Carolina University 2014
Lynn Bailey, NC DPI
lynn.bailey@dpi.nc.gov