Dyslexia an Overview - Center for Educational Mediacem.mtsu.edu/sites/default/files/k_12/video_handouts/TN Dyslexia... · Exceptional Reader . WHY? 17 ... and Human Development (2014)

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Dyslexia an Overview Timothy N. Odegard, PhD, CALP Chair of Excellence in Dyslexic Studies Professor of Psychology Middle Tennessee State University

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SOCIAL PSYCHOLOGICAL

BIOLOGICAL

COGNITION

BRAIN

Family FAMILY

POLICY

EMOTIONS ATTITUDES

GENETICS Friends SCHOOL

Developmental Dyslexia

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Characteristics of Dyslexia

Reading / Spelling characteristics are most often associated with difficulties: • Segmenting, blending, and manipulating sounds in words (phonemic

awareness) • Learning the names of letters and their associated sounds • Holding information about sounds and words in memory (phonological

memory) • Rapidly recalling the names of familiar objects, colors, or letters of the

alphabet (rapid naming)

Reading / Spelling Characteristics of Dyslexia: • Difficulty reading words in isolation • Difficulty accurately decoding unfamiliar words • Difficulty with oral reading (slow, inaccurate, or labored) • Difficulty spelling

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Dyslexia Defined

• Dyslexia is a specific learning disability that is – neurological in origin – 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 – …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

TN 2014 Senate Bill 2002 No., House Bill No. 1735

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Dyslexia Myths

• Seeing words backwards • A vision problem that an eye doctor can identify or treat • Just reversing letters • Individuals with dyslexia are lazy or unmotivated • Limited to a certain race, gender, social-economic class,

specific languages • It must be identified by a medical professional • You can be cured of Dyslexia • It is rare • Something a person outgrows

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Prevalence of Dyslexia

1 in 10 children struggle to read due to dyslexia

Lyon, G.R., Shaywitz, S., & Shaywitz, B. (2009). Dyslexia and specific reading disabilities. In R. Kliegman, R. Behrman, H. Jenson, & B. Stanton (Eds.), Nelson textbook of pediatrics (18th edition) (pp. 125-127). New York: Saunders.

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Prevalence of Dyslexia It affects at least 80% of the children who manifest a Specific Learning Disability

Lyon, G.R., Shaywitz, S., & Shaywitz, B. (2009). Dyslexia and specific reading disabilities. In R. Kliegman, R. Behrman, H. Jenson, & B. Stanton (Eds.), Nelson textbook of pediatrics (18th edition) (pp. 125-127). New York: Saunders.

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What Develops?

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Left Hemisphere Right Hemisphere

Oral Language Development

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READING IS DIFFERENT

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READING IS DIFFERENT

READING MUST BE TAUGHT

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ORAL COMPREHENSION

ABILITY TO PULL THE PRINT OFF THE PAGE

SIGHT WORD

DECODING

WORD READING

READING FLUENCY

READING COMPREHENSION

OVERVIEW OF READING

ACCURATE LETTER KNOWLEDGE

PHONOLOGICAL AWARENESS

EXECUTIVE FU

NCTIO

N

ATTETNTIO

N / IN

HIBTION

/ WO

RKING M

EMO

RY / M

ON

TITORIN

G / TASK SWITCHIN

G

VOCABULARY

MORPHOLOGY SYN

TACT

IC

STRU

CTU

RE

RAPID AUTOMATIZED

NAMING

AUTO

MAT

IC

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ORAL COMPREHENSION


SIGHT WORD

DECODING

WORD READING

READING FLUENCY


DYSLEXIA



EXECUTIVE FU

NCTIO

N

ATTETNTIO

N / IN

HIBTION

/ WO

RKING M

EMO

RY / M

ON

TITORIN

G / TASK SWITCHIN

G

VOCABULARY

MORPHOLOGY SYN

TACT

IC

STRU

CTU

RE


RAPID AUTOMATIZED

NAMING

RAPID AUTOMATIZED

NAMING

AUTO

MAT

IC

“typically results from a deficit in the phonological component of language”

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ORAL COMPREHENSION


SIGHT WORD

DECODING

WORD READING

READING FLUENCY


DYSLEXIA



EXECUTIVE FU

NCTIO

N

ATTETNTIO

N / IN

HIBTION

/ WO

RKING M

EMO

RY / M

ON

TITORIN

G / TASK SWITCHIN

G

VOCABULARY

MORPHOLOGY SYN

TACT

IC

STRU

CTU

RE


RAPID AUTOMATIZED

NAMING

RAPID AUTOMATIZED

NAMING

AUTO

MAT

IC

“difficulties with accurate and / or fluent word recognition and poor spelling and decoding abilities”

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ORAL COMPREHENSION


SIGHT WORD

DECODING

WORD READING

READING FLUENCY


DYSLEXIA



EXECUTIVE FU

NCTIO

N

ATTETNTIO

N / IN

HIBTION

/ WO

RKING M

EMO

RY / M

ON

TITORIN

G / TASK SWITCHIN

G

VOCABULARY

MORPHOLOGY SYN

TACT

IC

STRU

CTU

RE


RAPID AUTOMATIZED

NAMING

RAPID AUTOMATIZED

NAMING

AUTO

MAT

IC

“that may result in problems in reading comprehension and reduced experience that may impede the growth of vocabulary”

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Reading Continuum

Poor Reader

Exceptional Reader

WHY?

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Influences on Academic Outcomes

Motivation Self Efficacy

Student Engagement

Genetics Brain Regions

Brain Communication

Home Environment Classroom Instruction

Phonological Awareness Rapid Naming

Vocabulary Working Memory

BEHAVIORAL / PSYCHSOCIAL

NEUROBIOLOGICAL COGNITIVE

ENVIRONMENTAL

Fletcher, JM.; Lyon, GR.; Fuchs, LS.; Barnes, MA. Learning disabilities: From identification to intervention. Guilford; New York: 2007.



ENVIRONMENTAL

ACADEMIC ACHIEVEMENT

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READING AND THE BRAIN A extremely brief and simplistic overview of the neurobiological of Reading

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Neurocognitive Model of Reading

Pugh, K. R., et al. (2010). Mapping the word reading circuitry in skilled and disabled readers. In P. L. Cornelissen, P. C. Hansen, M. L. Kringelbach and K. R. Pugh, (Eds.), The Neural Basis of Reading, Oxford Press, 281-305.

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(Dorsal) Temporo-parietal Mapping orthography to phonological and semantic representations

C U P

/C/ /U/ /P/

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(Anterior) Inferior frontal gyrus Articulatory recoding CUP

/C/ /U/ /P/

“CUP”

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(Ventral) Occipito-temporal Linguistically structured memory-based word identification system

CUP

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(Anterior) Inferior frontal gyrus Articulatory recoding

(Ventral) Occipito-temporal Linguistically structured memory-based word identification system

(Dorsal) Temporo-parietal Mapping orthography to phonological and semantic representations

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DEVELOPMENTAL DYSLEXIA

Dyslexia is a brain-based type of learning disability that specifically impairs a person's ability to read. Excerpt from the definition adopted by the National Institute of Child Health and Human Development (2014)

How do we know?

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Brain Differences Associated with Dyslexia

Functional brain differences are commonly observed in individuals with dyslexia when they perform reading tasks.


Functional Brain Differences:

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Functional Brain Differences

Individuals with dyslexia present with decreased activation in several brain regions associated with skilled reading.

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DEVELOPMENTAL DYSLEXIA

Structural brain differences are commonly observed in individuals with dyslexia.

Structural Brain Differences:

Richlan, F., et al. (2013). "Structural abnormalities in the dyslexic brain: A meta-analysis of voxel-based morphometry studies." Hum Brain Mapp 34(11), 3055-3065.

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STRUCTURAL BRAIN DIFFERENCES

AGE

Age Matched Reading Matched

8 12

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STRUCTURAL BRAIN DIFFERENCES

Preliterate children with a family history of dyslexia have decreased brain volume

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Takeaway Points from Brain Research

• There is evidence documenting functional and structural brain differences in children and adults with dyslexia.

• Some differences are likely due to the lack of exposure to reading resulting in developmental delays.

• Some differences are not the result of developmental delays and are rather the result of something else.

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READING ACQUISITION An overview of skills that support reading acquisition

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Influences on Academic Outcomes

Motivation Self Efficacy

Student Engagement

Genetics Brain Regions

Brain Communication

Home Environment Classroom Instruction

Phonological Awareness Rapid Naming

Vocabulary Working Memory



ENVIRONMENTAL

Fletcher, JM.; Lyon, GR.; Fuchs, LS.; Barnes, MA. Learning disabilities: From identification to intervention. Guilford; New York: 2007.



ENVIRONMENTAL

ACADEMIC ACHIEVEMENT

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Reading Comprehension

Fluency Word Identification –

Automaticity

Word Identification – Accuracy

(Phonological Decoding, Sight Words, High Frequency Words)

Reading Abilities

Reading Abilities and Cognitive Processes Cognitive Processes /

Knowledge

Phonological Awareness

Alphabetic Knowledge

Orthography

Rapid Visual-Verbal Responding

Oral Comprehension (Inference Making, Vocabulary,

Metacognitive Monitoring)

Phonological Memory

Exec

utiv

e Fu

nctio

n

(Wor

king

Mem

ory,

Atte

ntio

n, In

hibi

tion)

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Reading Abilities

Reading Abilities and Cognitive Processes

The ability to understand the meaning of a printed text.

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Reading Abilities


Accurate translation of the letters within written words into speech sounds to identify words and access their meanings.

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Word Identification – Automaticity



Reading Abilities


Children must learn to identify words quickly and effortlessly (efficiency).

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Automaticity



Reading Abilities


Getting the text off the page (either silently or orally) should be effortless.

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Automaticity



Reading Abilities


Knowledge

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Automaticity



Reading Abilities


Knowledge


• The ability to hear and manipulate the sound structure of language.

• Encompasses the ability to work with the sounds of language at the word, syllable, and phoneme level.

/h/ /t/ /o/ /i/ /p/ /s/

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Automaticity



Reading Abilities


Knowledge


Phonological Memory

The capacity to hold a small amount of auditory information in mind in an active, readily available state for a short period of time.

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Automaticity



Reading Abilities


Knowledge


Alphabetic Knowledge Phonological Memory

Knowledge of letter formations, their names and sounds.

Aa /a/

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Automaticity



Reading Abilities


Knowledge


Alphabetic Knowledge Phonological Memory

The relationship between letter sounds and letter formations.

u l

/ch/ /u/ /l/ /n/

n c h h

/h/

t

/t/

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Automaticity



Reading Abilities


Knowledge


How quickly individuals can name aloud objects, pictures, colors or symbols.

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Automaticity



Reading Abilities


Knowledge

Orthography


Memorial representations of visual letter patterns, high frequency visual word patterns, sight word patterns.

ck said the dge sion tion

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Automaticity



Reading Abilities


Knowledge



Encompasses the multiple processes involved in understanding and making sense of spoken language.

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Automaticity



Reading Abilities


Knowledge



Orthography




Phonological Memory

Exec

utiv

e Fu

nctio

n

(Wor

king

Mem

ory,

Atte

ntio

n, In

hibi

tion)

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Interim Summary

• Word Reading, Reading Fluency and Reading Comprehension are the three major areas of reading achievement

• Additional language skills support the acquisition of reading

• Differences in the development of skills that support reading provides one casual explanation as to why reading falls along a continuum

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DYSLEXIA & SPECIFIC LEARNING DISABILITY

RELATIONSHIP BEWTEEN DYSLEXIA AND SPECIFIC LEARNING DISABILITY

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Relationship of Dyslexia to other terms

“The department of education frequently receives questions from parents and educators regarding dyslexia and its relationship to specific learning disabilities.” TN Department of Education (2016). Understanding Dyslexia: A guide for Tennessee Parents and Teachers.

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Specific Learning Disability

• .. a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations, and that adversely affects a child’s educational performance.

• .. includes conditions such as perceptual disabilities (e.g., visual processing), brain injury that is not caused by an external physical force, minimal brain dysfunction, dyslexia, and developmental aphasia.

• Specific Learning Disability does not include a learning problem that is primarily the result of Visual Impairment; Hearing Impairment; Orthopedic Impairment; Intellectual Disability; Emotional Disturbance; Limited English Proficiency; or, Environmental or Cultural Disadvantage.

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SPECIFIC LEARNING DISABILITY

Special Education

Intensive Intervention

Individualized Education Program (IEP)

Accommodations

Modification

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READING COMP

READING FLUENCY

BASIC READING

Specific Learning Disability can take three forms of reading underachievement

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READING COMP

READING FLUENCY

BASIC READING

These forms of SLD are independent but interrelated

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READING COMP

READING FLUENCY

BASIC READING

Specific Learning Disability Basic Word Reading

In this example, the basic word reading deficit is primary and results in underachievement in reading fluency and reading comprehension

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READING COMP

READING FLUENCY

BASIC WORD

READING

Specific Learning Disability Reading Fluency

In this example, dysfluent reading is primary in spite of accurate word reading. The reading fluency deficit leads to a failure to derive meaning from text

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READING COMP

READING FLUENCY

BASIC WORD

READING

Specific Learning Disability Reading Comprehension

In this example, reading comprehension is deficient in spite of accurate and fluent reading

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Reading Fluency

Basic Word Reading

These forms of SLD can occur independent of one another allowing them to present as comorbid forms of a SLD

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Oral Comprehension

Rapid Automatized

Naming



Reading Comp

Reading Fluency

Basic Word Reading

a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in the imperfect ability to … read

These are just three areas of psychological processing that can directly impact reading achievement

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Oral Comprehension

Rapid Automatized

Naming



Reading Comp

Reading Fluency

Basic Word Reading

Dyslexia is a specific learning disability that is characterized by difficulties with accurate and/or fluent word recognition

These difficulties typically result from a deficit in the phonological component of language


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Oral Comprehension

Rapid Automatized

Naming



Reading Comp

Reading Fluency

Basic Word Reading


Secondary consequences may include problems in reading comprehension


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Oral Comprehension

Rapid Automatized

Naming



Reading Comp

Reading Fluency

Basic Word Reading


In this example, a phonological processing deficit impedes word reading, which in turn drives underachievement in reading fluency and reading comprehension


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Oral Comprehension

Rapid Automatized

Naming



Reading Comp

Reading Fluency

Basic Word Reading


Students receive intensive, direct instruction to address areas of underachievement to close the gap


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Oral Comprehension

Rapid Automatized

Naming



Reading Comp

Reading Fluency

Basic Word Reading


THIS IS DYSLEXIA


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“a disorder in one or more of the basic psychological processes in understanding or in using language which is manifested in deficient ability to listen, think, speak, read, write, spell, or do mathematical calculations, and adversely affects educational performance and includes perceptual disabilities, brain injury not due to an external physical force, minimal brain dysfunction, dyslexia, developmental aphasia”

(IDEIA Definition 2004; also used by TN Dept. of Education)

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Guidance from OSERS

“there is nothing in the IDEA that would prohibit the use of the terms dyslexia … in IDEA evaluation, eligibility determinations, or IEP documents.”

Office of Special Education and Rehabilitative Services (OSERS) “Dear Colleagues” letter – Oct. 23, 2015

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TN 2016 Say Dyslexia

“The ‘Say Dyslexia’ bill addresses the need to identify and intervene appropriately for students with the characteristics of dyslexia but does not identify dyslexia as a separate disability category under Tennessee's special education rules and regulations.”

“Say Dyslexia” Bill (Public Chapter 1058) Additional Information for Districts (TN Dept. of Education)

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TN 2014 Dyslexia is Real

• “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.”


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Oral Comprehension

Rapid Automatized

Naming



Reading Comp

Reading Fluency

Basic Word Reading

Specific Learning Disability Basic Word Reading

You can also say

DYSLEXIA

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Oral Comprehension

Rapid Automatized

Naming


Reading Comp

Reading Fluency

Basic Word Reading




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Oral Comprehension

Rapid Automatized

Naming


Reading Comp

Reading Fluency

Basic Word Reading


THIS IS DYSLEXIA


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Rapid Automatized

Naming

Oral Comprehension

Rapid Automatized

Naming



Reading Comp

Reading Fluency

Basic Word Reading




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Oral Comprehension

Rapid Automatized

Naming



Reading Comp

Reading Fluency

Basic Word Reading




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Oral Comprehension

Rapid Automatized

Naming



Reading Comp

Reading Fluency

Basic Word Reading


In this example, a phonological processing deficit impedes reading fluency, which in turn drives underachievement in reading comprehension


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Oral Comprehension

Rapid Automatized

Naming



Reading Comp

Reading Fluency

Basic Word Reading


THIS IS DYSLEXIA


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Oral Comprehension

Rapid Automatized

Naming



Reading Comp

Reading Fluency

Basic Word Reading




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Rapid Automatized

Naming

Oral Comprehension



Reading Comp

Reading Fluency

Basic Word Reading




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Rapid Automatized

Naming

Oral Comprehension



Reading Comp

Reading Fluency

Basic Word Reading


THIS IS DYSLEXIA


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Rapid Automatized

Naming

Oral Comprehension



Reading Comp

Reading Fluency

Basic Word Reading




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Rapid Automatized

Naming

Oral Comprehension

Rapid Automatized

Naming



Reading Comp

Reading Fluency



Basic Word Reading



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Rapid Automatized

Naming

Oral Comprehension

Rapid Automatized

Naming



Reading Comp

Reading Fluency



Basic Word Reading

In this example, a double deficit in phonological processes impedes accurate and fluent reading that in turn limits reading comprehension


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Rapid Automatized

Naming

Oral Comprehension

Rapid Automatized

Naming



Reading Comp

Reading Fluency



Basic Word Reading

THIS IS DYSLEXIA


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Rapid Automatized

Naming

Oral Comprehension

Rapid Automatized

Naming



Reading Comp

Reading Fluency



Basic Word Reading



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Rapid Automatized

Naming

Oral Comprehension



Reading Fluency

Basic Word Reading

Oral Comprehension

Reading Comp

In this example, deficits in psychological processes supporting oral language comprehension impede reading comprehension

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Rapid Automatized

Naming

Oral Comprehension



Reading Fluency

Basic Word Reading


THIS IS NOT

DYSLEXIA

Oral Comprehension

Reading Comp


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Rapid Automatized

Naming

Oral Comprehension



Reading Fluency

Basic Word Reading


Oral Comprehension

Reading Comp

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SLD WORD READING

SLD READING FLUENCY

SLD READING COMPREHENSION

SEVERE DYSLEXIA

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Who Can Identify Dyslexia?

• School Psychologist can identify all Specific Learning Disabilities

• “Dyslexia is a specific learning disability…”

• Therefore, school psychologists can identify dyslexia

• Do you have a school psychologist in your school?

• Then, you have personnell in your school quaified to identify dyslexia


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Interim Summary

• Severe Dyslexia is by definition a Specific Learning Disability

• All Specific Learning Disabilities that impact reading are not dyslexia

• Severe forms of Dyslexia are by definition: SLD Word reading, SLD Reading Fluency, or Comorbid SLD Word Reading and SLD Reading Fluency

• School Psychologists are qualified to identify dyslexia

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IDENTIFYING DYSLEXIA WITHIN RTI2 SCHOOL BASED IDENTIFICATION OF DYSLEXIA

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Identification of Dyslexia FAQs

• Do you have to wait until third grade to test for dyslexia?

• Can schools test for dyslexia?

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IDENTIFICATION OF SLD

Basic Idea

Decision Making

Timeframe

Key student data

Ability – Achievement Discrepancy

Learning disability as unexpected

underachievement

Comparison of two test scores

Fixed point in time

IQ scores; achievement scores

Learning disabilities as a disorder in basic

psychological processes

Profile analysis of multiple test scores

Fixed point in time

Cognitive ability / processes;

achievement scores

Intra Individual Differences

Prevention and early intervention

Underachievement and insufficient progress

Multiple assessments over time

Achievement measures; curriculum based measurement

Response to Instruction

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Identification of Dyslexia

RTI2 is a prevention and early intervention model that relies on timely assessments to identify areas to provide instruction at increasing levels of intensity.

TN Senate Bill No. 2635 An ACT to amend Tennessee Code Annotated, Title 4, Chapter 29, Part 2 and Title 49, relative to dyslexia

Identification of dyslexia is implemented through RTI2

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Response to Instruction and Intervention RTI2

TIER I All

TIER II Some

TIER III Some

ALL students receive research-based, high quality, general education instruction. In general, 80 - 85 percent of students will receive only Tier I instruction.

In ADDITION to Tier I, extra help is provided to students who fall below the 25th percentile in basic math and reading skills. In general, 10-15 percent of students will receive Tier II interventions.

In ADDITION to Tier I, extra help is provided to students who have not made significant progress in Tier II, are 1 ½ - 2 grade levels behind, or are below the 10th percentile in basic math and reading skills. Tier III interventions are more explicit and more intensive than Tier II interventions. In general, only 3 – 5 percent of students will receive III interventions.

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Assessment within RTI

Universal Screening

TIERS

MEASURE TYPE

PURPOSE

Progress Monitoring

Supplemental Measures

TIMING

All Tiers

Proficiency

Screening for skills deficits & monitoring

response to Tier 1 instruction

Three times a year

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Universal Screening

All Tiers TIERS

MEASURE TYPE

PURPOSE

Progress Monitoring


Proficiency



TIMING Three times a year

Tiers 2, 3, 4 (SpEd)

Proficiency

Every other week

Monitoring response to targeted

intervention paired to skills deficit

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Universal Screening

All Tiers TIERS

MEASURE TYPE

PURPOSE

Progress Monitoring


Proficiency



TIMING Three times a year

Tiers 2, 3, 4 (SpEd)

Proficiency

Every other week

Monitoring response to targeted

intervention paired to skills deficit

All Tiers (and SpEd)

Proficiency or Standard Score

Supplement to provide a full picture of skills based deficits

As needed to supplement

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Components of Dyslexia Screening

TN Senate Bill No. 2635 An ACT to amend Tennessee Code Annotated, Title 4, Chapter 29, Part 2 and Title 49, relative to dyslexia

PHONOLOGICAL AND PHONEMIC AWARENESS

Say “washcloth” without /wash/ What is the first sound in /truck/? Say fiber without the /b/ sound?

SOUND SYMBOL RECOGNITION

What letters say /k/? What sounds does the letter A make? What sounds does digraph ph make?

ALPHABETIC KNOWLEDGE

Tell me the name of all the letters you know. Name the letters printed on this page as fast as you can.

DECODING SKILLS Read these words: cow file boat met Pronounce these made up words: jow liel toag gep

RAPID NAMING Name the colors printed on this page as fast as you can Name the numbers printed on this page as fast as you can.

ENCODING SKILLS Spell the following words: “tap” “cramp” “tape” “baker”

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Universal Screener


Fluency Word Reading Automaticity

Word Reading Accuracy

Reading Abilities Universal Screener

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4th Grade Case Study: Screener





State Reading Achievement Test

DIBELS ORF

DIBELS Maze

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DIBELS ORF

DIBELS Maze

What does this student need instructionally?


DIBELS ORF

DIBELS Maze

105






?


DIBELS ORF

DIBELS Maze


DIBELS ORF

DIBELS Maze

We do not have enough information?

?

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4th Grade Case Study : Skill Based ID





TOWRE-2

Phonics and Word Reading Survey (PWRS)


DIBELS ORF

DIBELS Maze


DIBELS ORF

DIBELS Maze

We still need additional information to identify characteristics of dyslexia?

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4th Grade Case Study: Skill Based ID





TOWRE-2



DIBELS ORF

DIBELS Maze


DIBELS ORF

DIBELS Maze


Letter Knowledge

RAN

Encoding

We still need additional information to characterize the reading comprehension deficit?

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4th Grade Case Study : Skill Based ID





TOWRE-2



DIBELS ORF

DIBELS Maze


DIBELS ORF

DIBELS Maze

Oral Comprehension


Letter Knowledge

RAN

Encoding

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Identification of Dyslexia: RTI

• Appropriate Screeners: – are always skills based – vary based on grades – the skills that must be measured do not vary

by grade

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Hybrid Identification Model

Christo, C., Davis, J., & Brock, S. E. (2010). Identifying, assessing, and treating dyslexia at school. New York, NY: Springer.

Intervention Focused Primarily on Practice and Fluency

Assess Language Skills

Intervention focused on comprehension strategies and vocabulary

Provide Intervention focused on text reading fluency

Direct Instruction in sound – symbol and word learning

Below Expectation

Assess Reading Comprehension

Below Expectation

Assess Fluency in Text

Below Expectation timed

Assess Word Reading Skills in Timed and Untimed Conditions

Age Appropriate

Age Appropriate

Below Expectation untimed

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RTI2 Instruction and Accommodations

There are multiple mechanisms to document dyslexia allowing for students to receive appropriate instructional accommodations for the dyslexia.

– IDEA (Tier 4 – Special Education) – Section 504 (Tier 3)

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WE ONLY PROVIDE APPROPRIATE INTERVENTIONS AND

ACCOMODATIONS TO THOSE STUDENTS WE IDENTIFY

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Student Profile Cognitive Skills /

Knowledge Reading Abilities Norm-referenced Assessments


Word Identification –

Accuracy

Fluency



Phonological Memory




Orthography


Average – Above Average

Low Average

Below Average

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4th Grade Student Labeled Struggling Reader

Spelling WIST

Phonological Decoding

WRMT

Word ID WRMT WIST

Sound Symbol Knowledge WIST

Timed Word ID TOWRE

Timed Decoding TOWRE

Oral Reading Fluency WRMT GORT

CTOPP

Rapid Automatized Naming CTOPP

Vocabulary WASI

Listening Comp WRMT

WRMT

GORT

Cognitive Skills / Knowledge Reading Abilities Norm-referenced Assessments



Accuracy

Fluency



Phonological Memory




Orthography


CTOPP

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7th Grade Grade Student Labeled Struggling Reader

Spelling WIST

Phonological Decoding

WRMT

Word ID - WIST

Sound Symbol Knowledge WIST

Timed Word ID TOWRE

Timed Decoding TOWRE

Oral Reading Fluency WRMT GORT

CTOPP

Rapid Automatized Naming CTOPP

Vocabulary WASI

Listening Comp WRMT

WRMT

GORT

Word ID – WRMT

Cognitive Skills / Knowledge Reading Abilities Norm-referenced Assessments



Accuracy

Fluency



Phonological Memory




Orthography


CTOPP

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Common Features of Effective Tier 3 Interventions for individuals with dyslexia

Direct • Concepts are taught explicitly

Integrated • Letter Knowledge, Phonological Awareness, Decoding, and Spelling are integrated • Morphology instruction is incorporated into word reading and spelling • High frequency words are taught • Word learning informs fluency and comprehension instruction • Vocabulary instruction is integrated into comprehension work Systematic • Built around the structure of the English language and introduces concepts

following a defined scope and sequence

Cumulative • New concepts are introduced and integrated with previously taught concepts

throughout the program (distributed practice)

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Intensive Tier 3 Intervention

Letter Knowledge (Accuracy & Automaticity)

Phonemic Awareness

Phonics / Decoding (Accuracy & Automaticity)

Repeated Accurate Practice (Automaticity)

Nonsense & Real Words Phrases, Sentences, Passages

High Frequency Words (Accuracy & Automaticity)

Reading Comprehension Text Reading (at reading level)

Vocabulary Comprehension Monitoring

Inference Making Text Components

Listening Comprehension Text (above reading level)

Vocabulary Comprehension Monitoring

Inference Making Text Components

Sound – Symbol (Automaticity) Word Spelling

(Accuracy) Sentence Dictation

(Accuracy)

Morphology

Morphology

118

TIER 1 Integrated Literacy Block: Example

LETTER KNOWLEDGE


PHONICS DECODING

ENCODING

SIGHT WORDS HANDWRITING

WORD STUDY

FLUENCY TEXT READING (APPLICATION OF SKILLS)

COMPREHENSION STRATEGIES

VOCABULARY

LISTENING COMPREHENSION READING

COMPREHENSION

30 – 45 min

20 – 30 min

30 min

FOCUS COMPONENTS

119

Integrated Literacy Block: Example

LETTER KNOWLEDGE


PHONICS DECODING

ENCODING

SIGHT WORDS HANDWRITING

WORD STUDY

FLUENCY TEXT READIND (APPLICATION OF SKILLS)

COMPREHENSION STRATEGIES

VOCABULARY

LISTENING COMPREHENSION READING

COMPREHENSION

30 – 45 min

20 – 30 min

30 min

FOCUS COMPONENTS INTERVENTION /

ENRICHMENT Supplemental Instruction to address a child’s area of weakness or to provide enrichment

30 min

120

Addressing the Need

• Does your school have a reading block in place to provide core instruction, enrichment, prevention and intervention?

• Does your school have data systems in place with teams ready to make decisions based on these data?

• Does your school have reading programs in place to address the needs of diverse learners?

• Does your school have the staff with the knowledge needed to implement these programs within an RTI model?

Dyslexia an Overview - Center for Educational Mediacem.mtsu.edu/sites/default/files/k_12/video_handouts/TN Dyslexia... · Exceptional Reader . WHY? 17 ... and Human Development (2014)

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