What is Dyslexia?

1. What is Dyslexia? Julie Patterson & Catherine Bartczak READ 702.001

2. Did you know • Reading difficulties are the most common causes of academic failure and underachievement • Learning to read and write is not natural for many students • “36% of all fourth graders read at a level described as below basic” (International Dyslexia Association, 2010, P. 1). • Many students who have mild cases of dyslexia are not eligible for special education services and depend on regular classroom instruction • “Informed and effective classroom instruction especially in the early grades can prevent or address and limit the severity of reading and writing problems.” (International Dyslexia Association, 2010, P. 1)

3. Did you know continued.. • According to Kavale & Foreness (2000), Researchers estimate that 90% of all children identified as learning disabled are referred because of reading problems (as cited in Rasinski, et al, 2010, p.153). • Torgesen and Wagner (1998) state • The most severe reading problems of children with learning disabilities lie at the word, rather than the text, level of processing • The most common cognitive limitation of these children involves a dysfunction in the awareness of the phonological structure of words in oral language (as cited in Rasinski, et al, 2010, p.153).

4. Learning disabilities According to Kavale & Foreness (as cited in Rasinski, et al, 2010, p.153), learning disabilities include problems in listening, reasoning, memorizing, selecting and focusing on relevant stimuli as well as problems with attention. Perceptual and cognitive processing difficulties are assumed to be underlying causes of: • Reading problems • Deficits in written language • Underachievement in math • Poor social skills • Attention deficit and hyperactivity • Behavioral problems • Low self-esteem/self-efficacy

5. How common is Dyslexia? • It may affect one out of five children in the classroom setting • An estimated 15% of the population has reading difficulties (Marshall, 2010). Dyslexia- the Signs to Look For: http://www.youtube.com/watch?v=IOdZC5iBudM The Power of Dyslexia: About famous dyslexics: http://www.thepowerofdyslexia.com/famous-dyslexics/

6. How we define dyslexia? • According to Lyon, Shaywitze, & Shaywitz (2003, P.2), The International Dyslexia Association defines dyslexia as: 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 (as cited in Rasinski, et al, 2010, p.153).

7. Defining dyslexia continued… • Dyslexia is a learning disability that primarily affects a person’s ability to learn to read and develop a strong understanding of language (Marshall, 2009). • Lyons (1995), believes that dyslexia is a persistent deficit, not simply a developmental lag in linguistic or basic reading skills (as cited in Rasinski, et al, 2010). • “Those with dyslexia experience problems in coping with written symbols, despite normal intelligence which effects reading comprehension” (Turkington, 2006).

8. Defining Dyslexia continued… • Children are either born with dyslexia or develop it in the early childhood years. It sometimes goes unnoticed until they begin to use words and symbols. (Turkington, 2006). • These children typically read at levels significantly lower than expected despite having normal intelligence (NINDS, 2010). • Dyslexia exists on a continuum and those with mild cases may not be able to obtain special education services and will need appropriate interventions within the general education classroom (Allen, 2010). • Children with dyslexia can learn to read but will struggle with reading throughout their lives (Allen, 2010)

9. Medical Definition • Some experts believe dyslexia may be caused by differenced in brain structure and function and is present at birth. • It is believed that dyslexia is hereditary • Dyslexia occurs more often in males with a 4:1 ratio (Turkington, 2006)

10. Dyslexia and Medical Research • In adults, dyslexia can occur after a brain injury or in relation to dementia • Recent studies have identified a number of genes that may predispose an individual to developing dyslexia • (NINDS, 2010) • Through brain scans researchers have found: • The magno-cellular system is smaller in the brain of dyslexic people • This area deals with our ability to see moving images • Having a smaller magno-cellular system makes reading harder, because the brain has to quickly interpret different letters and words which the eyes see as they scan words and sentences. (Dyslexia Parent)

11. Medical research continued… • EEG’s show: • Brains of dyslexic children show an unusual variation in left- and right-side activity • Non-dyslexic children use the left side for language work, dyslexic children need the right side as well • The right side is not intended for language work, thus children and adults with dyslexia have to work about six times harder when dealing with text (Dyslexia Parent)

12. Other causes of dyslexia • In children who suffer from frequent colds and throat infections prior to age 5, the ears can be blocked from time to time causing hearing to be impaired • Difficulty in hearing can go unnoticed in early stages • The developing brain does not make links between the sounds it hears which can cause a delay in phonemic awareness. Lifelong difficulties may develop if corrective action is not taken at a very early stage (Dyslexia Parent)

13. Identifying a student with dyslexia According to Allen (2010), “The longer it takes to identify a child with dyslexia the more difficult it is to get them to read proficiently” (p.25). • Identifying dyslexia is complex • Evaluation should be done prior to third grade. • Results on one test cannot be used to diagnose a student with dyslexia • Results of multiple test may show a pattern of difficulty reading single words, inaccurate and slow oral reading and difficulty with functional words (i.e. the, is, an, etc.) • The child’s history needs to be considered • Information from parents and previous teachers should be collected • Many experts consider dyslexia to be hereditary (Davis, 2010). • Where identified, between a third and a half of children have a history of learning disabilities in their family. • More than half have a family member who is left-handed (Dyslexia Parent)

14. Early identification checklist for dyslexia In preschool children In school-age children Is there a noticeable difference between the child’s ability and their actual achievement? Does the child leave out words when reading? Is the child reluctant to read aloud? Does the child get confused when following directions, for example when playing a game? Does he/she transpose words? Does the child read a word correctly and then misread it later in the same passage? Does the child often lose their place when reading? Does he/she confuse letters that sound the same such as v,f,th? (Dyslexia Parent) • Is there a family history of learning difficulties? • Does the child have delayed speech, a lisp or unclear speech? • Does he/she have problems getting dressed, putting shoes on the correct feet, or doing up buttons, laces, etc.? • Does the child enjoy hearing stories but shows no interest in written words? • Can he/she clap a rhythm back? (Chivers, 2006)

15. Potential reading problems associated with Dyslexia • Unable to understand what is read • Lack of sound awareness including blending sounds to make words • Problems with spelling • Problems with letter order in words • Difficulty with rhyming words • Trouble pronouncing words • Delay in speaking • Delay in learning the alphabet, numbers, days of the week, months, shapes, colors or other basic information • Difficulty understanding subtleties of language such as jokes or slang • Difficulty with phonological processing (manipulation of sounds) • Difficulty with rapid visual-verbal responding • (Turkington, 2006 and NINDS, 2010)

16. Characteristics of children with dyslexia after proper instruction Difficulties in Reading Difficulties in Writing Difficulty with spelling Noticed in short, simple words “jumbled spelling” where all the correct letters are present, but written in the wrong order Writing letters (mix b and d) Commonly write B instead of b numbers backwards (mix 6, 9, and p) (Dyslexia Teacher) Forget to dot i and cross t Use punctuation in the wrong place or not at all (Chivers, 2006) • Oral communication • Organizational skills • Following instructions • Telling time • (Marshall, 2010) • Confusion with left and write (Turkington, 2006)

17. Other characteristics… • Difficulty in math especially with sequencing • Difficulty organizing • Difficulty following 2 or 3 step instructions (Dyslexia Teacher) • Difficulty copying from the blackboard? • Short term memory problems with printed words and instructions. (Chivers, 2006)

18. Characteristics in Adults According to Chivers(2006), adults with dyslexia may experience the following: Difficulties in Reading Difficulties in Writing Have difficulty taking notes Produce messy work Unsure of where to start when writing Have poor punctuation Make many spelling errors • May take a long time to read • Need to re-read the same piece several times • Often lose their place when reading • Miss endings of words • Leave words out • Read correctly but do not understand what they read To read real life experiences from adults with dyslexia visit http://dyslexia-parent.com/experiences.html

19. Misconceptions about dyslexia According to Allen (2010), diagnosis of dyslexia is sometimes delayed due to misconceptions about dyslexia from people, parents and teachers. • People assume that children with dyslexia “see” letters and words backwards and therefore write them backwards • People believe that children with dyslexia have difficulty copying words correctly. (the real problem is that they may be reading the word incorrectly) • There is a false belief that all children with dyslexia are left-handed

20. Classroom implications for reading instruction Students are treated for dyslexia with skilled teaching (International Dyslexia Association, 2010, P. 1) • Use multisensory methods of teaching • Use memory mnemonics • When teaching vocabulary, encourage students to draw pictures or act out new words(Dyslexia, 2010) • Provide explicit, intensive phonics instruction in small group or one-on-one settings. • Keep book selection within or below the child’s reading level. • Provide time for the child to pre-read selected reading material before reading aloud to the class when possible • Use stories on tape or CD • Use repetition • Introduce new words slowly (Hodges, 2000) • Allow students to follow text using their finger or a bookmark

21. Classroom Implications for Writing Instruction • Provide a small reference chart for a reminder of the alphabet in upper and lower case form for the child to have at his/her desk (Hodge, 2000) • Encourage good posture and writing techniques (Dyslexia Parent, 2008) • Consider alternative methods of written communication • Use computers for word processing, • Keep a written record of a student’s verbal response

22. More ways to assist children with dyslexia • Use multisensory methods for teaching reading, writing and math • Improving the child’s self-confidence is critical to their academic growth and success (Dyslexia Parent, 2007). • Help students to organize with folders and color-coded systems (Dyslexia Teacher) • Use appropriate and genuine praise • Help to organize class work and schedules • Check to make sure the child copied homework assignments correctly. • Evaluate students’ history, observe students in classrooms, and administer reading assessments that pinpoint the weakness of the student. • Be mindful of early identification and interventions • Utilize support of expert teachers and reading specialist whenever possible (NINDS, 2010)

23. References Allen, H.E. (2010). Understanding dyslexia: Defining, identifying and teaching. Illinois Reading Council Journal. 38(2), 20-26,7.  Chivers, M. (2006). Dyslexia and alternative therapies. London: Jessica Kingsley Publishers Dyslexia. (2010). Instructor, 120(1), 49-55. Retrieved from http://search.ebscohost.com/login.aspxdirect=true&db=aph&AN=53455752&site=ehost-live&scope=site Dyslexic Help. (n.d). The website for parents of dyslexics. Retrieved from http://dyslexichelp.org Dyslexia Parents Resource. (n.d.). Dyslexia. Retrieved from http://dyslexia-parent.com Davis, R. A. (2010). The gift of dyslexia: Why some of the smartest people can’t read…and how they can learn. New York, NY: Penguin Group. FernAvery. (n.d.). Dyslexia: The signs to look for. Retrieved by http://www.youtube.com/watch?v=10d2C5iBudM Hodge, P.L. (2000). A dyslexic child in the classroom. Retrieved from http://www.dyslexia.com/library/classroom.htm Kavale, Foreness. (2000). Learning Disabilities. In READ 702 Literacy interventions for striving readers. New York: Pearson Custom Press

24. References continued… Marshall, A. (2009). When your child has… dyslexia. Avon, MA: Adams Media. National Institute of Neurological Disorders and Stroke, National Institutes of Health. (n.d). NINDS dyslexia information page. Retrieved from http://www.ninds.nih.gov/disorders/learningdisabilities/learningdisabililties.htm Rasinski, Padak, & Fawcett. (2010). Developing positive attitudes about reading. In READ 702 Literacy interventions for striving readers. New York: Pearson Custom Publishing. Reading Rockets (2011). Reading Rockets: Teaching kids to read and helping those who struggle. Retrieved from http://readingrockets.org The International Dyslexia Association. (1996). Promoting literacy through research, education and advocacy. Retrieved from http://www.interdys.org The Power of Dyslexia. (n.d.). The power of dyslexia. Retrieved by http://www.thepowerofdyslexia.com Turkington, C., Harris, J.R. (2006). The encyclopedia of learning disabilities. New York: Facts on File, Inc. WETA. (2010). Reading & dyslexia. Retrieved from http://www.ldonline.org/indepth/reading