Dyslexia
A Brief Overview of the Law, Accommodations & Modifications
for Students with Dyslexia
Stephanie Lancaster, MA, LDT-C
& Angie Sharbaugh-Hunt, MA, LDT-C
At the end of this training, you should:
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Empathize with your dyslexic students.
Recognize the signs of dyslexia in your students.
Know the common myths of dyslexia.
Recognize that dyslexia has both strengths and weaknesses.
Know appropriate interventions and accommodations.
NJ Dyslexia Legislation
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2008
Bill introduces by Senator Van Drew and Assemblyman Albano
July 2011
NJ Reading Disabilities Task Force established
Aug. 2012
Task Force Report released
Dec. 2012
Six dyslexia related bills introduced
Aug. 2013
Two bills signed into law: Definition and Professional Develop.
Jan. 2014
Dyslexia screening bill passed both houses and receives
governor’s signature.
NJ Dyslexia Legislation
• Definition: 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 often unexpected in relation to other cognitive abilities.
• Secondary consequences may include problems in reading comprehension and
reduced reading experience that can impede growth of vocabulary and
background knowledge P.L.2013, c.131
NJ Dyslexia Legislation
• A minimum of 2 hours of professional development is required each
year for general education teachers, kindergarten-grade 3, special education,
basic skills, and ESL teachers, reading specialists, Learning Disability
Teacher-Consultants, and speech and language specialists.
• Effective 2014-2015 school year.
P.L.2013, c.105
NJ Dyslexia Legislation
• Districts are required to screen students who have exhibited one of more
potential indicators of dyslexia or other reading disabilities, no later than the
student’s completion of the first semester of second grade. P.L.2013, c.210
Journey to Dyslexia
• Watch this clip
Stages of Reading Development
Pre-reading
InfantKindergaten (6mo.- 6yrs)
Knows books, recognizes
letters, phonological
awareness, conventions of
print.
Decoding
Grades 1-2
(6-7yrs)
Learns code, recognizes sight
words.
Fluency
Grades 2-3
(7-9yrs)
Consolidates skills learned, builds
fluency
Reads to learn
Grades 4-8
(9-14yrs)
Relates print to ideas, one
viewpoint, text limited in
technical complexity
Multiple Views
High School
(14-18yrs)
Deals with layers of concepts.
(Chall, 1983)
Proficiency Requirements
Phonological
Awareness
Accurate
Decoding
Recognizing
Words
Automatically
Constructing
Meaning
Connecting with
Prior Knowledge
Monitoring
Comprehension
Causes of Reading Failure
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Limited experience with print
English as a second language
Cognitive or language deficits
Dyslexia or other Learning Disabilites
“Dysteachia”
Predictors of Literacy
Phonological
& Phonemic
Awareness
Familial
History
Letter
Knowledge
Literacy
RAN
{Rapid
Automatic
Naming}
Complex
Speech
Auditory
Memory
Phonological Awareness
• Awareness of the explicit sound structure of language
-word, syllable, sound levels.
• Ability to manipulate that sound structure
-segment, blend, play with sounds
• Impacts language processing and expression
-balanas, stegascope, tangerine
Content Area Deficits
• Lack rapid recall for symbols and patterns
• Lack of automaticity in pattern recognition
-orthography and number facts
• Difficulty with: organization of parts to wholes, spatial and temporal
relationships, sequencing and memory, executive functioning/planning, and
self-monitoring.
Early Identification
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Screen all children briefly at pre-school and kindergarten
Assess those with language weaknesses at regular intervals
Use results to help children achieve standards
Communicate concerns with parents
Match Environment to Diverse Needs
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Attention
Classroom management
Active learning
Organization
Multi-Sensory Learning instruction
Collaboration
Modification
Create Consistent Structure
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Develop clear expectations/routines
Provide immediate feedback
Be positive
Provide scaffolding
Structure & minimize transition
Consider short vs. lengthy assignments
Repeat instructions
Provide proximity control
Provide extended time when necessary
Accommodations
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Give extra time
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Don’t count spelling
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Provide a copy of notes
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Use advanced organizers Communicate well and often
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Know student strengths
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Use cooperative learning
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Don’t require reading aloud
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Consider alternative assessments
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Assign a homework buddy
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Assign fewer problems
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Use assistive technology
THANK YOU!
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• Have a great weekend!