Lynn Bailey, NC DPI
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?
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
Lynn Bailey, NC DPI
Western Carolina University 2014
Preschool and Kindergarten
Grades K-1
Grades 2-3
Grades 4-6
Grades 7-8
High School
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
Lynn Bailey, NC DPI
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
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Phonological Processing: Three main
causes for difficulty
Secondary Difficulties
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What can you do?
Research b____________ strategies
How much practice? __________________
Simple to ___________________________
Reduce C______________________ L_________________
Pair auditory with V______________________
Provide W_______________ T____________________
Believe they can be successful.
Lynn Bailey, NC DPI
Western Carolina University 2014