Goose Creek CISD Staff Development Presenters: Dyslexia Specialists GCCISD February 17, 2012

1. What is ? Goose Creek CISD Staff Development Presenters: Dyslexia Specialists GCCISD February 17, 2012 What is it like to have dyslexia? Animations & Illustrations - YouTube

2. http://www.gccisd.net/C&I-NonNegotiables.html

3. Maybe You or a Student?

4. Definition Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognitions and by poor spelling and decoding abilities. Dyslexia is also defined as an unexpected disorder. In other words, the student appears to have the intelligence to do reading tasks based on listening comprehension and vocabulary.

5. Four Major Areas of Difficulty Phonological awareness Phonological decoding Orthographic coding Auditoryshort-term and long-term memory

6. Emotions • Shame • Fear of Failure • Anxiety • Low Self Esteem Poor Central Vision DYSLEXIA ADHD/ADD • Scotopic Sensitivity • Irregular Eye Movements • Poor or Slow Focusing • Cannot keep the place • Inattention • Restlessness • Irritability • Daydreaming • Boredom Possible Other Difficulties

7. Common About Dyslexia Myths • Dyslexia only affects reading. • If a person is able to read, he cannot possibly be dyslexic. • Dyslexics can learn to read just like anybody else; they just progress at a slower rate. • Therefore, the appropriate remediation is to repeat the same instruction.

8. Dyslexics will never learn to read. • Dyslexics struggle with phonics; therefore phonics should be avoided with these students. • Dyslexia can be diagnosed in a preschool child. • All dyslexics use mirror writing. • All dyslexics have very poor writing skills.

9. All dyslexics are clumsy, or the converse, all dyslexics are well coordinated. • All dyslexics have a poor sense of direction or conversely, all dyslexics have a superior directional sense. • All dyslexics have a poor memory or conversely, all dyslexics have a superior memory.

10. All dyslexics are left-handed. • There are more dyslexic males than females. • Since dyslexia is genetic, if a parent is able to read, the student cannot be dyslexic. • Dyslexia can be cured. • Dyslexics cannot go to college.

11. How Difficult Can This BeRichard Lavoie Perception Activity – YouTubeF.A.T. City LD Processing - YouTube Reading Comprehension SpEd - YouTube

12. It’s a Brain Thing(Talk to your neighbor) • What is one academic activity you do really well? • What is one activity you do often, but do not like doing because it is so difficult for you?

13. Left Side of the Brain

14. Checklist of Dyslexia Symptoms • Taken From Overcoming Dyslexia in Adults, Adolescents, and Children by Dr. Dale Jordan

15. Poor Vision for Near Work(The school nurse only checks for distance vision.) • Eyes begin to water after a few minutes of prolonged close work. • Eyes become tired soon after starting to read or copy. • Student complains of headache, eye strain, or “not feeling well” during lengthy reading or writing tasks. • Student shakes head, moves away from work, or squints to relieve blurred vision.

16. Symbol Reversal • Writes letters or numbers backwards. • Reads or interprets letters, numbers, or word parts in reverse order. • Turns letters or numbers upside down. • Exhibits mirror image. • Reads whole words backwards. The bridge between the right an left brain. May not be complete until early 20’s.

17. Loss of SequenceYou Tube Ma and Pa Kettle • Cannot recall information in a given sequence (alphabet, days, months, math facts). • Loses the sequence after starting to remember it correctly. • Cannot tell events in right order. • Cannot work math problems in the right direction. • Cannot remember the right time frame when things occurred. • Cannot remember several tasks to do in a certain order. • Cannot follow directions that involve turning corners or changing geographical direction. Green: The right temporal lobe governs sequence.

18. Poor Oral Telling • Cannot tell events in the right order; scrambles the sequence in telling. • Stumbles over words, names, important parts of the message. • Loses words as the story is told. • Leaves out important elements which change the meaning as story is told. • Tongue becomes twisted while saying words, names, and phrases. The Broca’s Region and Wernicke Area control fluency in language, speech and vocabulary development.

19. Poor Listening • Cannot keep track of incoming oral information. • Misconstrues the oral message; later remember it another way • Continually responds by saying “What?” or “Huh”, or “What do you mean?” immediately after the speaker has finished. • Cannot take adequate notes in listening situations. • Later says “You didn’t tell me that.” or “I didn’t hear you say that.” Auditory processing involves hearing, transferring, perceiving information.

20. Poor Writing • Penmanship is messy and poorly organized. • Student mixes capital and small letters in writing. • Student mixes cursive and block printing. • Quality of writing deteriorates, becomes poorer the longer the student writes. • Size of writing is inappropriately large for the given space. • Writing hand becomes cramped; student stops writing to shake out the cramps. • Student continually loses the place copying from the board or from a book. The motor cortex is responsible for mastery of penmanship, legible writing, and fluency in manuscript and cursive styles.

22. Poor Phonics • Cannot make correct letter/sound connections from memory. • Word sounding is labored, slow, and difficult. • Many pauses with whisper rehearsing before attempting to sound out a word. • Students frequently says “Wait!” or “Hold it!” while sounding out words. • The sequence of sounds becomes scrambled or reversed while saying the word. Weakness occur in all three areas for students with poor phonics skills.

23. Poor Spelling • Spelling is phonetic instead of regular. Words are spelled the way they are said instead of how they should be spelled. • Spelling patterns are partly reversed (brid for bird, gril for girl, Apirl for April). • Words are misspelled while copying or rewriting papers. • Student cannot retain spelling patterns after they are memorized. Occipital Temporal Temporal and Occipital lobes are responsible for remembering sounds and how to write them in a sequence.

24. Short Attention Span • Attention drifts instead of staying on task. • Student changes the subject midway through without finishing what was started. • A question is asked, then speaker is interrupted by another question before the first one has been answered. • Body of listener becomes restless and disruptive during listening situations. The executive function is the command center for the brain. The executive function is responsible for commonsense reasoning, the ability to wait, self-control of behavior through higher emotions.

25. Poor Reading Comprehension • The meaning of the printed passage does not register even though student says all the words correctly. • Reader habitually skips or omits key words or phases, which changes the meaning of the passage. • Rate of reading is very slow, only a few words are decoded per minute. • Reader wants to whisper while reading silently. • Reader wants to trace the line with finger while reading. • Reader needs to go back and read again two or three times before the full meaning registers. • Reader cannot connect what was read to the test questions over the passage. The reader needs to understand the printed text and understand variations of word meaning.

26. Regular Education Section 504 Dyslexia Law (1986) Special Education

27. Texas Education Agency January 25, 2012

28. 504 and Dyslexia Accommodations for District Tests and STAAR Any test accommodation must be routinely be used in the classroom and used for major tests. If distracting to other students, an individual administration may be required Type 1 Accommodations • Procedures or materials to minimize distractions (e.g., stress ball, noise-reducing headphones) • Reading test aloud to self (e.g., reading into a voice-feedback device or voice recorder) • Signing or translating test administration directions • Reading assistance on grade 3 mathematics • Individual or small-group testing • Colored overlays • Magnifying devices • Place markers • Highlighters or colored pencils • Preferential seating

29. Type 2 Accommodations • Extended time to complete the test (until the end of the published school day) Oral Administration includes two levels of reading support. Reading parts of the test questions and /or answer choices at student request orreading all test questions and answer choices • Oral Administration for District and STAAR Reading (student must be identified as having dyslexia) • Reading parts of the test questions and /or answer choices at student request • Reading all test questions and answer choices • Oral Administration for District and STARR Math • Reading parts of the test questions and /or answer choices at student request • Reading all test questions and answer choices • Calculator (must use routinely in the classroom)

30. Type 2 Accommodations • Oral Administration for District and STARR Social Studies • Reading parts of the test questions and /or answer choices at student request • Reading all test questions and answer choices • Oral Administration for District and STARR Science • Reading parts of the test questions and /or answer choices at student request • Reading all test questions and answer choices • Use of the computer to take the writing portion of the test. • Spelling Assistance (THIS IS NOT APPLICABLE TO 2011-2012)Any of the following accommodations must be routinely and independently used in the classroom. • Spell-check function on a word processor • Frequently misspelled work list • Dictionary (must be published dictionary allowed by STARR) • Basic Transcription • T • Student types writing responses on the computer and teacher transcribes to answer document • Transcription from test document to answer document (includes bubbling answer document)

31. The Process for Identification • The teacher identifies the student as having difficulties. • The teacher refers the student to the RTI Team. • The RTI gathers the required information. • The classroom teacher completes the dyslexia checklist. • All the information is sent to the dyslexia office.

32. Continued… • A tester individually tests the student. • The Director for Intervention meets with the parent, language arts teacher, and the dyslexia teacher to review the testing. • A decision is made concerning placement of the student. • A letter is mailed to the parent and the dyslexia specialist distributes the accommodations and delivers services.

33. Multisensory Accommodations The brain research concludes: • one must use at least two modalities to retain information. (VAKT) • re-teaching the same information in the same modality does not make a difference. • only 5% of what one hears is retained. • Hannah Montana - Bone Dance in Biology class in school - (Too Good - Must see!) - YouTube

34. Be an Advocate for Children • You need to know who to ask. • You need to know what to ask for. • You need to be able to add your observations. • You need to provide suggestions or resources.

35. Auditory Processing • Give student time to process an answer. • Give the student the question ahead of time. For example, tell them the question(s) you are going to ask when they enter the classroom. • Allow the student to look at text that is read aloud.

36. Auditory Processing • Have student repeat or rephrase oral directions. • Use hand signals instead of words. • Work on phonological awareness skills with vocabulary. Example, say the word in syllables. Clap the syllables.

37. Difficulty with Reading • Provide taped texts. • Allow someone to read to the student. • Many of the current text books have the option of the computer reading the text.

38. Difficulty with Reading • Permit shared, reading (buddy, choral, parent). • Used highlighted or underlined text. • Tell the student what you are going to ask him/her in class so they can practice before you call on them to read.

39. Spelling in Written Work • Allow students to used the underline option. • Underline the words you think you misspelled. Do not count off for spelling. Students are not penalized for spelling errors on the SAT. • Provide a word bank. • Use a spell check on the word processor or spellchecker. Franklin Spell Checkers are cheap. Franklin Electronic Publishers - Electronic Dictionary, Translators and More!

40. Difficulty with Copying or Handwriting • Accept the briefest form of an answer. • Appoint an official note taker. • Scan teacher notes and post on your web site.

41. Handwriting and/or Copying • Minimize copying from the board, worksheets, or books. • Provide a copy of the page. • Do not shrink work to save paper.

42. Handwriting and/or Copying • Accept oral work as a substitute. • Accept illustrations. • Allow the use of a word processor. • Do not enforce cursive handwriting in class.

43. Written Composition • Accept projects as a substitute. • Shorten written assignments.

44. Written Composition • Teach the student how to write a sentence, a paragraph, and a paper. • Be specific about expectations. • Teach editing skills. • Edit for one thing at time.

45. Testing Situations in the Regular Classroom for Teacher Made Test • Give tests orally. • Allow the tests to be taken in a different environment such as the back of the room or in a study nook. • Give shorter more frequent test.

46. Testing Situations in the Regular Classroom for Teacher Made Tests • Allow more time. • Place fewer questions or problems on a page. • Reduce the number of items on matching tests or make smaller groups for matching.

47. Testing Situations in the Regular Classroom for Teacher Made Tests • Give multiple choice tests instead of essay tests. • Discuss the test format ahead. • Make sure the student has a readable review sheet.

48. Testing Situations in the Regular Classroom for Teacher Made Tests • Summarize the most important ideas on study cards. • Review study cards. • Be cautious using Scantron answer sheets.

49. Difficulty with the Concept of the Passage of Time • Reduce the amount of homework when possible. • Divide long term assignments into stages. • Provide a planning calendar for term assignments

50. Passage of Time • Maintain a calendar. • Use planning sheets. • Plan backwards or begin with the end in mind. • Work out a system for accommodations for homework.