Dyslexia characteristics and referral process

1. Dyslexia characteristics and referral process Allyson Dawson

2. Definition of Dyslexia 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 form 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 Assoc. Board of Directors, 11-12-02).

3. What teachers look for From the definition: …It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.

4. Patterns in weak areas Emerge Phonology affects Decoding, Decoding affects Accuracy and Accuracy affects Spelling.

5. Documentation creates a History • PreK-K • K-2 • 2-3 Documentation- TPRI, RTI logs, Reading Records, STAR, District level assessments, TAKS data

6. Key Grade Levels Grade 2 Grade 3

7. Common signs • Early Grades Pre-K-K • talk later than others • Difficulty rhyming • Difficulty pronouncing words • Poor memory for nursery rhymes and chants • Slow to add new vocabulary words or have difficulty recalling the right word • Difficulty learning numbers, days of the week, colors/shapes and how to spell his own name

8. Common signs • Primary Grades K-2 Phonemic skills: • Difficulty hearing isolated sound /m/ /a/ /n/ • Difficulty pulling words apart : snow/man Phonics skills: • Difficulty spelling phonetically

9. Orthography Phonics strong sight vocab.-poor use of phonetic rules • spelling tests • spontaneous writing

10. Common signs Grades 2-3 • Reads dysfluently (choppy, and slow/labored) • Relies on context to recognize words • Continues to have difficulty spelling phonetically • Continued difficulty reading words in isolation • Lacks reading strategies

11. Morphology Grades 2-5 Use of rules-prefixes, suffixes, irregular words

12. Common signs • Grades 4-H.S. • History of reading difficulty • Avoids reading aloud • Reads slowly, labored, dysfluent • Avoids reading for pleasure • Inadequate vocabulary • Difficulty spelling, resorts to using less complicated words in writing for easier spelling

13. Considering the Referral Process? Dyslexia is a Learning Disability. This is a serious label to place on a student. It is not intended for accommodation conveniences. Last year, 34 students were tested for Dyslexia.

14. Considering the Referral Process? We do not use the term “Dyslexia Tendencies” anymore. We are actually identifying a Learning Disability from the state definition and guidelines revised in 2007.

15. Considering the Referral Process? * Testing results stay in a child’s records for years and years. *A diagnosis of dyslexia does not require 504*

16. Referral Process We use a 10 step process for referring students for dyslexia testing. Classroom teacher responsibilities prior to referral

17. RTI

18. Referral Process • RTI documentation by classroom teachers** • Classroom interventions with documentation based on RTI duration of time, and tutorials including your areas of need such as: fluency/accuracy, phonological awareness/memory • Reading Intervention –Keep in mind comprehension is NOT a primary characteristic of dyslexia according to the law or definition.

19. Referral Process 4. Request a referral packet from the campus dyslexia contact.

20. Referral Process Steps 5-8 involve the examiner, campus contact, and 504 coordinator only. 5. Testing 6. Examiner and committee discuss results and make recommendations • Parent Meeting is Scheduled • Attend parent meeting

21. Referral Process 9. 504 coordinator gives paperwork to classroom teachers, parents, and the campus contact (me). 10. Test results and 504 paperwork are placed in student’s permanent record folder.

22. DNQ If a child does not qualify for dyslexia, the classroom teacher still provides intervention (steps 1-3). You have already targeted the areas of weakness by looking at history, and your documentation. Focus on those specific needs during required tutorials and tiger day times.

23. DNQ Teachers and parents receive notification that a student DNQ. If needed, you may look at all of the testing information located in the permanent record folder for more information.

24. Dyslexia Summer Institute • Brenda Taylor TEA State Dyslexia Coordinator • Region 10 website • August 3-5 • Free • Registration begins May 1 • Topics include: • Day 1: Preschool-grade 1 • Day 2: Late Emerging grades 2-3; Language Dev. 3-5 • Day 3: RTI and Dyslexia