DEPT. OF CURRICULUM AND INSTRUCTION NEW TEACHER WEBINAR: SUMMER ’14 SATURDAY, AUGUST 2, 2014 1:00-2:00 PM, CST Teaching students with Dyslexia: The Basics *Recordings will be available of webinars. No names will be visible in the recordings. Type in the chat window 1-4 sentences about: What you hope to learn in the webinar. *I want to learn… Dr. Amber Brown [email protected]u Dr. Peggy Semingson [email protected]u
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Teaching students with Dyslexia: The Basics! UT Arlington New Teacher Webinar
The purpose of the Teacher Induction Project is to begin to build "digital community" for current students and alumni of the department as well as new teachers beyond UT Arlington in the global community.
This webinar provides tips and resources for recognizing signs of dyslexia as well as ways teachers can help students identified as dyslexic. We also provide resources and links for further information.
Recordings
Link to recording of the August 2 webinar: [to be posted following the webinar] https://elearn.uta.edu/webapps/bb-collaborate-bb_bb60/recording/launchGuest?uid=917d6977-e54a-47d8-a307-e65c7f88db11
Links to SlideShare of August 2 presentation: [to be posted following the webinar] http://www.slideshare.net/UTANewTeachers
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Transcript
UNIVERSITY OF TEXAS AT ARLINGTONDEPT. OF CURRICULUM AND INSTRUCTIONNEW TEACHER WEBINAR: SUMMER ’14
SATURDAY, AUGUST 2, 2014 1:00-2:00 PM, CSTTeaching students with Dyslexia: The Basics
*Recordings will be available of webinars. No names will be visible in the recordings.
Type in the chat window 1-4 sentences about:
What you hope to learn in the webinar.*I want to learn…
The opinions of each the presenters in the series are their own individual viewpoints and do not necessarily reflect the views of UT Arlington.
Our goal is for you to hear a variety of viewpoints to help support you in your first years of teaching! We have been down the road you are going!
Support Respect Dialogue Sharing
MISSION STATEMENT:Teacher Induction Project: Building Digital Community:
The purpose of the Teacher Induction Project is to begin to build "digital community" for current students and alumni of the department as well as new teachers beyond UT Arlington in the global community.
Open-access/mobile access Web 2.0 “Real-world” topics and advice for teachers
Recordings are accessible via the blog and dept. Facebook page
To maximize learning & dialogueAsk questions along the way. Main Q/A at the end.Make a list of “Things to Google” later.Use chat window often. We will check it throughout it and respond in “real time” as we can.
• Thanks for joining us! Please use the marker/pen tool to mark a small x below where you are at. You can also type it in the chat window:
WHERE WE ARE NOW:Use the pen tool to mark your location
Poll question: Where are you in your teaching
career? Select A-E Voting is optional! We will display the results! The drop down polling area is in the participants window next to the “hand” tool.
I am currently a:
A. Pre-service teacherB. 1st-3rd year teacher & UTA graduateC. 1st-3rd year teacher & non-UTA graduateD. 4th year+ teacherE. Faculty or none of the above
Agenda for the Webinar Definitions of dyslexia Diagnosing dyslexia Instructional strategies
Curricular programs (classroom-based) Intervention programs (intensive) What else works?
Terms to know Resources
Organizations
Books
Websites
Objectives
Participate in an interactive webinar experience.Be able to identify signs of dyslexia Learn about diagnostic methods and issues
surrounding dyslexiaDescribe instructional strategies for students with
dyslexia Learn about resources for further informationPose questions
Hello! I am Dr. Semingson Welcome!
• Former bilingual/ESL teacher and reading specialist (8 years, elementary, public schools)
• Ph.D. in Language and Literacy from UT Austin
• Six years as professor at UT Arlington• Associate Professor of Literacy Studies
in the Department of Curriculum and Instruction
The Dyslexia Handbook (2010, 2014*) *Texas-based
Scottish Rite Hospital’s handbook, “Dyslexia Defined” (2011) UTA Faculty from Curriculum and Instruction attended a
professional development workshop on dyslexia at the Scottish Rite Hospital in Dallas in 2013. We learned more about the causes and interventions for dyslexia.
Here is the Texas Scottish Rite Hospital's “Dyslexia Defined” handbook:http://www.tsrhc.org/downloads/Dyslexia%20Defined%202011.pdf *See p, 15-17, for tips for teachers.
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 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.
(Adopted by the International Dyslexia Association Boar
Poll What percent of students have dyslexia?
Type your guess in the chat window
Not a visual issue but a deficit in phonological awareness
Hearing sounds Rhyming, alliteration Segmenting and blending syllables Segmenting and blending phonemes (phonemic awareness)
Elkonin Boxes [sound boxes]
How can you use this to help students hear individual sounds?How could it help with spelling?
Identifying Dyslexia Difficulty reading real words in isolation Difficulty accurately decoding nonsense words Slow, inaccurate, or labored oral reading (lack of reading
fluency) Difficulty with learning to spell
Dyslexia Handbook (2010)
It can also include challenges with: Learning the names of letters and sounds Phonological memory Rapid naming Phonological awareness
Among other language components…
Source: Dyslexia Handbook (2010)
PollAnswer “true (green check) or “false” (red X)
Dyslexia only affects children’s reading skills.
False! -not a visual problem -challenges are in sequencing letters according to the way a
UT Arlington Master’s in Mind, Brain, and Education
Our work at the SW Center for Mind, Brain and Education seeks to advance the quality of teaching based upon insights gained from the cognitive and neural sciences as well as contribute to research in this new and evolving field.
We build collaborative research relationships with schools, develop research trajectories that profit from the strengths of our faculty and students and maintain a working and teaching laboratory for researchers and graduate students.
1. Courses include: Neuroscience of typical and atypical language development Neuroscience of typical and atypical mathematical reasoning Complex dynamic systems Research design EEG research methodology