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Diane Lyon www.ReidLyon.com. Asking the Right Questions:. SESSION III: Saturday, October 15, 2011 10:30 a.m. - 12:00 p.m. Fundamental Learning Center. Diane Lyon www.ReidLyon.com. Asking the Right Questions:. How do I help a dyslexic student succeed in school?
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Diane Lyon www.ReidLyon.com Asking the Right Questions: SESSION III: Saturday, October 15, 2011 10:30 a.m. - 12:00 p.m. Fundamental Learning Center
Diane Lyon www.ReidLyon.com Asking the Right Questions: • How do I help a dyslexic student succeed in school? • What is effectively implement research practices for • the classroom and in the home? • Where can I find practical strategies?
Know who you are listening to! I am a person with dyslexia I have a child who has dyslexia I’m an advocate I worked at in the U.S. Department of Education, Offices of Special Education in Washington D.C., I was a Chief Operating Officer at, a company that develops research based Educational Program, an internet-based, supplemental and intervention, reading program & I was a Reading Research Project Coordinator at SMU and now present and manage G. Reid Lyon’s consulting company, Synergistic Education Solutions. (www.ReidLyon.com)
Reading is Fundamental An alarming 44.7 percent of high school dropouts score in the bottom quarter of reading ability measures (Center for Educational Statistics, 2009).
Reading is Fundamental 1 out of 3 prison inmates have the lowest level of reading proficiency (Center for Educational Statistics, 2009).
Kyle’s Journey With Dyslexia Kyle, my son, was placed in a self-contained Special Education class, in 2nd grade… (1991)By 3rd grade, I advocated that he be in a General Education Class with his peers. By 4th grade I was home schooling him part-time. Kyle attended Indiana University went on to Law school & graduated within the honors program & on the Deans list Chicago Illinois. Our commitment started with Reading and ended with building Self-Esteem.
How did we stay focused? • We agreed on a daily plan (in writing) • We agreed on a monthly plan (in writing) • We agreed on a yearly plan (in writing) • Kyle had a dream (in writing) • Kyle had choices (in writing) • Kyle knew the reality if we did not stick to a plan
Tips for Student – Parent - Teacher For Students • Hard Work with lots of Repetition • Stay Positive • Set Realistic Goals & write them! Learn, Exercise, Give-back For Parents • Lots of Encouragement (for Teacher and Student) • Communication and Relationship building is the Key!!! • Patience is a Virtual For Teachers • Agree to the Goal (What is education success ?) • Allow adaptation and accommodations (spelling/reading/writing w/ technology) • Basic understanding of individualized
Lessons I Learned • Don’t think you will change people ….they have to be willing to change (but your example helps)! • Believe in yourself, teachers, & in children w/ dyslexia! • There is power in numbers (people & data & books) ! • Listen to data … use data to tell your story to everyone not just to some! • Put everything that is important in writing! • Don’t take anything personal! • Your local media could be your best friend, get to know them!
What Else Made The Difference? Technology • Laptop for the Student • Websites Data • Weekly student data • Monthly student data • Yearly student data • Know the data of other students Research • Read it • Know it • Share it
Effective Reading Instruction “Reading instruction effectiveness lies not with a single program or method but, rather, with a teacher who thoughtfully and analytically integrates various program, materials, and methods as the situation demands.” (Duffy & Hoffman)
Reading Instruction Must be Integrated from KG- G12 • If a critical component is missing, students who are at risk will not develop the essential skill • Success and failure in reading are opposite sides of the same coin- it’s the same theory, not two theories, one for success and another for failure • Instruction is the key!
Many people who struggle with reading….. ….. . are delayed in the development of phonemic awareness. have had less exposure to print and the alphabet. have vocabulary that are usually less well developed – ½ in poor children compared to other children. have a range of experience and conceptual knowledge that is often limited or different compared to other students.
What the National Reading Panel Says About the Role of Vocabulary in Reading Instruction Learning in rich contextsis valuable for vocabulary learning. Vocabulary words should be those that the learner will find useful in many contexts. When vocabulary items are derived from content learning materials, the learner will be better equipped to deal with specific reading matter in content areas.
What the National Reading Panel Says About the Role of Vocabulary in Reading Instruction There is a need for direct instructionof vocabulary items required for each specific text. Repetition and multiple exposureto vocabulary items are important. Students should be given items that will be likely to appear in many contexts. (Reprinted from National Reading Panel, 2000, p. 4-4)
Reading Comprehension Non-Negotiables A student must be able to read correctly, approximately 95 percent, of the words accurately in text to comprehend what is read. MOREOVER, to comprehend, a student must know the meanings of 90 to 95 percent of the words being read.
What does it take to comprehend text? • Readers who read well are active readers • Readers who have clear goals in mind for their reading comprehend well. • They constantly evaluate whether the text, and their reading of it, is meeting their goals. • Readers who read well typically look over the text before they read, noting such things as the structure of the text and text sections that might be most relevant to their reading goals.
What does it take to comprehend text? • As one reads, frequently making predictions about what is going to happen is key. • They read selectively, continually making decisions about their reading--what to read carefully, what to read quickly, what not to read, what to re-read. • Readers who read well construct, revise, and question the meanings they make as they read. • They draw upon, compare, and integrate their prior knowledge with material in the text.
WHAT DOES IT TAKE TO UNDERSTAND WHAT YOU READ? Read different kinds of text differently. For example, when reading narrative, attend closely to the setting and characters When reading expository text the readerfrequently construct and revise summaries of what they have read. Expository text is nonfiction reading material. The intent of these written works is to inform as a fact text processing occurs not only during ‘reading’ as we have traditionally defined it, but also during short breaks taken during reading, and even after the ‘reading’ itself has commenced. (started)
Reading Fluency • Fluency is partly an outcome of word recognition • “ability to read connected text rapidly, smoothly, effortlessly, and automatically with little conscious attention to decoding” (Meyer, 2002) • “rate and accuracy in oral reading” (Shinn et al., 1992) • “ immediate result of word recognition proficiency” (NRP, 2000)
Why have we, as a Nation, not met our reading goal? • The sheer magnitude of the reading crisis in America • The sheer complexity of reading development and reading difficulties • The complexity of an effective classroom/building implementation
LANGUAGE COMPREHENSION Skilled Reading- fluent coordination of word reading and comprehension processes BACKGROUND KNOWLEDGE VOCABULARY KNOWLEDGE LANGUAGE STRUCTURES VERBAL REASONING LITERACY KNOWLEDGE SKILLED increasingly strategic WORD RECOGNITION PHON. AWARENESS DECODING (and SPELLING) SIGHT RECOGNITION increasingly automatic The Many Strands that are Woven into Skilled Reading (Scarborough, 2001)
http://www.rfbd.org/ Reading for the Blind and Dyslexia, DVD and Books on Tape made a huge difference in Kyle’s and my life.
Example:Phonological Awareness: Students learn to identify and manipulate the sounds in spoken words including skills such as oral segmenting and oral blending. Letter Sounds: Students learn to say the most common sound for printed letters. Sounding Out: Students learn to decode printed regular wordsWord Recognition: Students learn to recognize common regular words by sight www.freereading.org
http://www.studygs.net Time ManagementProblem solvingThinkingStudying SkillsLearning w/ others
Response-to-InterventionRequires • High quality core reading instruction. • High quality core is differentiated. • Differentiation requires adjusting instruction based on student performance data. • Students with performance indicating risk for failure receive additional small group instruction (Tier 2)
ies.ed.gov/ncee/wwc/publications/practiceguides/ Assisting Students Struggling with Reading: RtI U.S. Department of Education Institute for Educational Science What Works Clearing House Free so: Order some Print some Share …….
http://www.fcrr.org/ Florida Center Reading Research disseminate nformation about research-based practices related to literacy instruction and assessment for children in pre-school through 12th grade.
Ed.gov/parents/needs/specied/edpicks.jhtml Federal website Learn the Law! Learn about Federal Funded Research Office of Special Education and Rehabilitative Services, Overview Information; Training and Information for Parents of Children With Disabilities--Parent Training and Information Centers http://www.ed.gov/programs/pirc/index.html
http://www.readingrockets.org/ Website For: • Parents • Teachers • Principals • Librarians • En espanol -Colorín Colorado
http://www.interdys.org/ IDA Website Dyslexia • News • Literature • Articles • Research
AHEAD Association on Higher Ed & Disabilities “AHEAD envisions educational and societal environments that value disability and embody equality of opportunity.” AHEAD is a professional membership organization for individuals involved in the development of policy and in the provision of quality services to meet the needs of persons with disabilities involved in all areas of higher education. www . ahead . org
Written by many who walked the walk! • The Crisis in Our Classrooms Blaunstien, Lyon • Armed with the Facts: Shaywitz • I Could Not Read Until I was 30 Diane Lyon • A Parent’s Journey Ankney • A Parent’s Pressure Cooker Garza • Changing the Odds Marion Joseph and many more chapters….
Dallas Children’s Theater website: www.dct.org - “hard 2 spel dad” dramatizes the story of two young people, one diagnosed and one not, who struggle with learning differences- the play reveals what it's like to be learning different and how great the challenges can be- the play portrays the frustrations of struggling with an undiagnosed learning difference and the consequences that can result
What the National Reading Panel Says About the Role of Vocabulary in Reading Instruction
Parents, educators, advocates, and attorneys come to Wrightslaw for accurate, reliable information about special education law, education law, and advocacy for children with disabilities. www.wrightslaw.com/
I Am by Written by 14-year-old J. Miller from New Willington, PA. Hear Me Out... I have a learning disability,But that is not who I am. Who I am on the inside is what matters. I am just like everyone else. I am a human with many thoughts and feelings. I am not dumb. I just can't read as fast as everyone else. There is nothing weird about us. I AM WHAT I AM. It matters not what you call me. I will keep on going. No learning disability is going to stop me from knowing what to do. Having a learning disability is not bad. It is not a crime. It's just that I learn differently than the others. But all that matters is that I am!
Resources dyslexia.yale.edu/About_ShaywitzBios.html http://www.leavingjohnnybehind.com/ Free pdf: Google Free pdf A Parent's Guide to Helping Kids with Learning Difficulties peterswife.org/LD/ParentsandReading.pdf
Resources www.ReidLyon.com www.deniseeide.com/ Susan Hall 90% reading goal talkingfingers.com/store/content/making-speech-visible
Thank you for your attention! For questions or to schedule a presentation email Diane : Reading 4 all@ tx .rr.com or visit: www . ReidLyon.com
