Mary Murray Stowe, M.Ed. TTAC at the College of William and Mary And the Virginia Department of Education [email protected](AIM VA November 2015 and AIM VA September 2015 http ://tinyurl.com/p5quddp ) ( VCASE May 2015 http ://tinyurl.com/n85ec97 ) http ://ttacwm.blogs.wm.edu/dyslexia- insights-and-current-understandings/ Dyslexia: Insights and Current Understandings
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Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · neurobiological in origin. It is characterized by difficulties with accurate and / or
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Adapted from the Northern CaliforniaBranch of IDA Simulation Kit
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Learn to Spell Simulation
From the Northern CaliforniaBranch of IDA Simulation Kit
Guidance: IDA, VA Administrative Code, and OSERS
7
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.
Adopted by the IDA Board of Directors, Nov. 12, 2002. This definition is also used by the
National Institute of Child Health and Human Development (NICHD) and is in the
Virginia and Federal Regulations.
8
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.
Dyslexia within the Virginia Code: (1 of 2)
8VAC20-81-10. Definitions…
"Specific learning disability" means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
From the Virginia Administrative Code: http://leg1.state.va.us/cgi-bin/legp504.exe?000+reg+8VAC20-81-10
(2 of 2) Dyslexia is distinguished from other learning disabilities due to its weakness occurring at the phonological level. 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.
(§ 22.1-213 of the Code of Virginia; 34 CFR 300.8(c)(10))
Possible symptoms of poor phonological working memory:
Not able to accomplish multiple steps
Forget all sounds in sound blending
Not able to identify discrete sounds within a word or segments of a word, phrase, or sentence
Loses track of the story
Cannot remember phone numbers
Cannot remember sounds within multisyllabic words Moats, 2009
“unexpected”
….unexpected in relation to other cognitive abilities and the provision of effective classroom instruction…
Students with phonological processing issues may not be dyslexic. The issue must be unexpected in relation to other skills. Requirements for the identification for SLD do not include and are not a result of intellectual challenges, a hearing issue, low SES, inadequate instruction, and so on….
Prevalence
Prevalence of a Specific Learning Disability:
SLD is the highest incidence of students receiving special education services (42% of the 5.7 million school-age children with all kinds of disabilities.
There are 2.4 million American publicschools students (approximately 5 % of the total public school enrollment)identified with SLD under IDEA.
75 to 80% of special education students identified as LD have their basic deficits in language and reading (National Institutes of Health)http://ldaamerica.org/support/new-to-ld/
Depending on the definition used, 5% to 10% (20%) of the population is considered to have dyslexia; however, because of the nature of the definitional issues…, an estimate of prevalence is specific to a particular sample and to the definition used in a study.
(Siegel, 2006)
Prevalence and DefinitionsEstimates range from 5 to 20%
The Shaywitz from Yale Center on Dyslexia and Creativity report 5 to 17%
Moats and Dakin, 2012 report 15 to 20% of population has
characteristics through an IDA Fact Sheet
Mayo Clinic through an Epidemiological (incidence of) Study,
Rochester, Minnesota reports 11%
Maryanne Wolf reports 10% during a 2015 Presentation in Fairfax Co.
Assessment
Study for Dyslexia Screener for Kindergartners: (Please read this study)
The study results indicated that PALS was sufficient to identify a reading challenge. A rapid naming component (RAN) was suggested as a possible enhancement as well as a mid-year screening.
If you suspect a reading challenge from the PALS’ results, additional testing may be done to provide appropriate interventions.
If you suspect a disability from the results of the PALS screener, the student should be referred for evaluation.
Screening to determine risk for reading difficulty and need for additional intervention
Progress monitoring to determine if adequate progress made or need more intervention to achieve grade level reading outcomes
Evaluate/diagnosis to help plan instruction by providing information about skills and instructional needs
(Moats, 2005)
What are we assessing?
• Family history
• General intellectual functioning
• Information on cognitive processing: language, memory, auditory processing, visual processing/visual motor integration, reasoning abilities and executive functioning
• Specific oral language skills related to reading and writing success
• Phonological processing
• Determine level of functioning in basic skill areas of reading, spelling, written language, and math
(NCLD, 2013 via Rosenberg 2015)
Typical Characteristics
Typical Characteristics by Grade
No two individuals with dyslexia are alike!
These variations can be considerable according to the:
• Severity of the problem
• Duration of the problem
• Responsiveness of the problem to instruction
• Relative difficulty a person has with related aspects of reading, spelling, writing, math, or language learning
• Co-existing conditions
• Co-existing strengthsMoats and Tolman, 2009
Slides were deleted for posting on the wiki as they a copyright protected.
https://www.youtube.com/watch?v=e2qX-afcGIwWhat could a dyslexic look like in the classroom?
Literacy Timeline – How did you learn to read?Rozzelle and Scearce, 2009
Reading Instruction: Multisensory and Structured
Students with dyslexia and other reading challenges benefit from reading instruction that is structured, systematic, direct, sequential, cumulative, and multisensory. (Birsh, 2011; Moats and Dakin, 2008)
What programs do you have available in your division to address this need? What teachers have received training in multisensory structured language approaches or programs to address this need?
Teaching is done using all learning pathways in the brain (visual/auditory, kinesthetic-tactile) simultaneously in order to enhance memory and learning.
IMSLEC
What?: Multisensory
Why?: Multisensory
Information can be processed on a modality-specific basis [visual, auditory, kinesthetic etc.], but when they converge and the information is integrated in the brain stronger neural pathways are created.
Performance enhancement is greater for multisensory than unisensorystimuli.
Multisensory Integration in the Brain, 2015
Paul J. Laurienti, M.D., Ph.D. Department of Radiology, ANSIR, Advanced Neuroscience Imaging Research, Wake Forest University
Judith Willis, in Research-Based Strategies to Ignite Student Learning, suggests that the more sensory areas used in learning a task, the stronger the neural connections, the associations for learning, memory and fluency.
Simultaneous and alternative deployment of visual, auditory, kinesthetic, and tactile sensory modalities that supports the connection of oral
language with visual language symbols Birsh, 2010
Multisensory approach promotes active
engagement to enhance learning.
Farrell and Sherman, 2011
The structure of the language instructionprovides the power. Farrell and Sherman, 2011
Instruction must be:direct,
systematic,and
sequential.
Henry 2008
What do we mean by the structure of the English language?
Multisensory Language Instruction Pilot ProgramSuperintendent’s Memo of April 17, 2015http://doe.virginia.gov/administrators/superintendents_memos/2015/093-15.shtml
Classroom Educator (CE) Orton Gillingham Approach instruction was provided to teachers in Virginia this summer with follow up throughout the 2015 – 2016 school year through the TTACs across the commonwealth and the CE Certification process.
Phonemic Awareness ActivitySymbol to Sound (salmon/white cards)Alphabet Sound to Symbol (yellow
cards)Review Words for ReadingReview Words for Spelling (SOS Dictation)New Words for ReadingNew Words for SpellingHandwritingOral Reading
Multisensory LessonPlan (Birsh, 2011)
Alphabet Knowledge and Phonemic Awareness
Reading DecksSpelling DeckMultisensory Introduction of Letter or
ConceptReading Practice for Accuracy and
FluencySpellingHandwritingComprehension and Listening
StrategiesOral Language Practice and Composition
Irregular Words 15%Categories – 10%Learned Words – 5%
Basic Patterns of Language Structure
Basic Phonetic Patterns85%
Lund and Cheatum, 2004
Structural analysis Moats, 2015
Instructional Component Approximate Time
VA 2011 English Standards of Learning
Alphabet Knowledge and Phonemic AwarenessAlphabet Knowledge – students touch and name the letters of the alphabet in sequence as warm-up; students can match plastic uppercase letter to a grid of alphabet letters on a mat (FCRR, Activity P.003, Alphabet Arc)Phonemic Awareness – ask students if these words rhyme, examples – pill/hill, tip/hip, yes/my, run/sun, mice/nice, now/nap.
Said a book-reading parrot named Hooey,“The words in this book are all phooey.When you say them, your lipswill make slips and back flipsand your tongue may end up in Saint Looey!”
Phonological/Phonemic Awareness Development Continuum
Word Comparison Easy
Hard
Rhyme
Sentence Segmentation
Syllable Segmentation/Blending
Onset-Rime Segmentation/Blending
Blending/Segmenting Individual Phonemes
Phoneme Deletion/Manipulation
Gibbs 2012
Beginning Lesson Plan: Instructional Component
Approximate Time
VA 2011 English Standards of Learning
Reading Decks (http://neuhaus.org/decks/ ) Show letter cards (FCRR, Activity P.002, Letter Cards) for quick drill for student to name.Give key words and sounds: I, t, p, n, s, a, l, d, f, h, g, o (can use Ron Yosimoto’s Primary Card Deck in file - Basic)Use irregular word deck (http://neuhaus.org/decks/ ): said, the, of, on. High Frequency Words might be used as well (FCRR, Part Five Activity Packet)
3 minutes Reading Decks – Standards listed above and
Phonemic Awareness –K.4, 1.4, 2.4
Irregular Word Deck and High Frequency Word Deck –1.6
Affix and root can be created for morphology reading decks.
Beginning Lesson Plan: Instructional Component
Approximate Time
VA 2011 English Standards of Learning
Spelling Deck/DictationExample: Using a spelling deck (cards bearing letters and sounds introduced for reading), Procedure: - dictate sounds to student,the student: a) repeats the
sound(s), b) says the letter name(s), and c) writes them on a board or paper: short /i/, /t/, /p/, /n/, /s/, short /a/, /l/, /d/, /f/, /h/, /g/, /o/ and so on.
5 minutes Standards appropriate to the example: Phonemic Awareness –Standards Listed Above
Or the Standards applicable to the concept being assessed through the Dictation.
Reading Rope: Word Recognition Strands
Teacher says: /k/
Students says: /k/ (sound), c, k, and final ck (letters)
Student writes: c, k, and final ck
This activity can be expanded to includediagraphs, diphthongs, or word parts. The most frequently used spelling will be targetedfirst.
S.O.SSimultaneous Oral Spelling
Teacher pronounces word (or phoneme)Student repeats word (or phoneme)Student isolates sounds (often using finger spelling)Student spells word (or phoneme) aloudStudent writes, naming each letter as he/she forms it or making
the sound of each phoneme Student reads word (or phoneme) aloud
Some teachers pronounce the word, use it in a sentence, and repeat the word before the student repeats and spells the word Often, when the student has completed word dictation, the instructor will have him/her read the entire list of words aloud.
Let’s practice together!
Beginning Lesson Plan: Instructional Component
Approximate Time
VA 2011 English Standards of Learning
Multisensory Introduction of Letter or ConceptExample: Provide multisensory introduction of digraph ng using guided discovery of sound, letters, key words, and mouth position.Discovery words might be: sing, sang, sting, ding.Reinforce with sky writing, handwriting, reading the sound, and spelling the sound.Possible concepts to introduce might be the syllable types, spelling patterns, and spelling
generalizations.
5 minutes Standards appropriate to the example: K.7, K.11, 1.5, 1.6, 1.11, 1.12, 2.5
Reading Rope: Word Recognition Strands
Trace, Copy, Cover, Eyes Averted Procedure
• Trace the letter three times (verbalizing while writing)
• Copy the letter three times (verbalizing while writing)
• Write the letter three times without a written prompt (verbalizing while writing)
• Write the letter three times with eyes averted or closed (verbalizing while writing; circle the best one)
Reading Practice For Accuracy And FluencyExample: Students prepare and read orally closed-syllable words: hint, stand, tint, slop, split, spat, spin, snap, nips, plant. Dad lifts the sand in a tin pan. (Can use FCRR – Part Seven Activity Packet Syllable Patterns and Morpheme Patterns)Use this portion of the lesson for the syllable type studying, and combine with spelling patterns (Keystone - Lund and Cheatum, 2004).
5 – 10 minutes
Standardsappropriate to the example:
1.4, 1.6, 2.4, 2.5, 3.3
Reading Rope: Decoding/Spelling and Phonological Awareness Strands
Spelling Example: Give warm up, with review of sounds to be spelled: short /i/, /t/, /s/, /a/, /l/, /f/, /h/.Review the Floss Rule (can use Ron Yosimoto’s worksheets found in Rules and Generalizations within file –Rules and Generalizations) and spell these words: sniff, tiff, staff, till, hill, spill.
5 – 10 minutes
Standards appropriate to the example: K.1, K.5, K.12 (spell phonetically), 1.1, 1.6, 1.12, 1.13,2.5, 2.13, 3.3. 3.4, 3.10, 4.8, 5.8
Reading Rope: Word Recognition Strands
S.O.SSimultaneous Oral Spelling
Teacher pronounces word (or phoneme)Student repeats word (or phoneme)Student isolates sounds (often using finger spelling)Student spells word (or phoneme) aloudStudent writes, naming each letter or making the sound of each
phoneme in the word as he/she forms it Student reads word (or phoneme) aloud
Some teachers pronounce the word, use it in a sentence, and repeat the word before the student repeats and spells the word Often, when the student has completed word dictation, the instructor will have him/her read the entire list of words aloud.
Beginning Lesson Plan: Instructional Component
Approximate Time
VA 2011 English Standards of Learning
HandwritingExamples: 1) Students practice writing d on folded newsprint paper or regular paper. Students trace the letter three times while listening to guided stroke description: “Curve under, over, stop, back around, up, down, release.” Student make three copies, saying the letter name each time. 2) Students will incorporate this section within other sections of the lesson plan.
5 – 10 minutes
Standards appropriate to the example:
K.11, 3.8
Supports Reading Rope Strands
Cursive Writing is part of all multisensory approaches and
methods.
Cursive writing allows students to engage in the procedures and learning with movement.
Cursive writing has been said to assist with blending (Birsh, 2005 and 2011).
Cursive eliminates or lessens reversals.
Cursive promotes writing (handwriting) fluency (Birsh, 2005 and 2011).
Beginning Lesson Plan: Instructional Component
Approximate Time
VA 2011 English Standards of Learning
Comprehension and Listening StrategiesExample: Read “The Tortoise and the Hare” to students.Have the students retell the fable with graphic organizer for stories (simple story map).
Processes/Strategies: Connecting (SOLs K.9 to …… )Questioning (SOLs K.9 to …… )Predicting (SOLs K.9 to …..)Imaging (Visualizing) (SOLs 4.5g to ……)Inferring (SOLs 4.5h to …… )Determining importance (SOLs 2.8 to ….. )Synthesizing (SOLs 10.5g to ……. )
These skills begin early in the SOLs then build and combine through the 12th grade.
Hall, 2011
Beginning Lesson Plan: Instructional Component
Approximate Time
VA 2011 English Standards of Learning
Oral Language Practice and CompositionExample: Introduce vocabulary: boasted, plodding, patient.Have students find and discuss meanings for the descriptive words from the story. Use words in sentences, and enter words in the vocabulary section of their language notebook.
Reading Rope: Word Recognition andLanguage Comprehension Strands
Nagy (2007) proposed that teaching morphological awareness and decoding in school may be the way to narrow the achievement gap for children whose families differ in education and income levels, as well as ethnic or racial backgrounds.
http://neuhaus.org/readingteachersnetwork/The Reading Teacher Network from Neuhaus in Texas