Parent Information Training

Weatherford ISDDyslexia Program

Definition and Characteristics of Dyslexia As defined by Texas Education Code (TEC)

§38.003: Dyslexia means a disorder of constitutional origin

manifested by difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and socio-cultural opportunity.

Related Disorders includes disorders similar to or related to dyslexia such as developmental auditory imperception, dysphasia, specific developmental dyslexia, developmental dysgraphia, and developmental spelling disability.

The current International Dyslexia Association definition states:

• 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 Board of Directors, November 2002)

Primary Reading/Spelling Characteristics

Difficulty reading real words in isolation Difficulty accurately decoding nonsense

words Slow, inaccurate, or labored oral reading

(lack of reading fluency) Difficulty learning to spell

The reading and spelling difficulties are a result of difficulty with the following: The development of phonological awareness, including

segmenting, blending, and manipulating word sounds. Learning the names of letters and their associated sounds. Phonological memory (holding information about sounds and

words in memory). Rapid naming of familiar objects, colors, or letters of the

alphabet.

Secondary consequences of dyslexia may include:

Variable difficulty with aspects of reading comprehension.

Variable difficulty with aspects of written composition.

A limited amount of time spent in reading activities.

Procedures required by law before formal assessment:

TEC §28.006 requires district to administer early reading instruments to all K, 1st and 2nd grade students to assess reading development and comprehension.

If on the basis of these instruments, students are determined “at risk” for dyslexia and other reading difficulties, parents must be notified and

The district must implement an accelerated (intensive) reading program to address the students’ reading difficulties and enable them to “catch up.”

Interventions should align with federal No Child Left Behind Act of 2001.

Response to interventions provided is monitored and ongoing assessment is done.

If a student continues to struggle or does not show response to intervention, the campus Response to Intervention (RtI) Team recommends dyslexia assessment.

Parents are notified of proposal to assess

Parents are notified of their rights under § 504

Permission is obtained to assess student

Student is assessed by a professional trained in the evaluation of students for dyslexia and related disorders

Domains to access – depending on student’s age and stage of reading development

Reading real and nonsense words in isolation

Phonological Awareness Letter Knowledge Rapid Naming Reading Fluency Reading Comprehension Written Spelling

Instructional decisions are made by a team

that is knowledgeable

about the student, evaluation, and

instructional components and approaches for students with

dyslexia.

Weatherford Dyslexia Program• Committed to providing research-

based instruction methodologies.• Orton-Gillingham approaches are

used.• Dedication to training instructors

• Offers explicit, direct instruction that is systematic, sequential, and cumulative.

• Generally a two to three year program.

Components of Instruction

Phonemic Awareness Graphophonemic Knowledge Language Structure (morphology, semantics,

syntax, pragmatics) Linguistic Instruction Strategy Oriented Instruction

Instructional Approaches

Multi-sensory

Process Oriented

Systematic, Sequential, and Cumulative

Meaning Based

Areas of Instruction

Alphabetic skills Decoding Fluency Phonemic

awareness Spelling Comprehension

skills Handwriting

Alphabet Instruction

Recognition Sequencing Alphabetizing

practice Accent Dictionary Skills

Decoding Instruction

Decoding is looking at letters and translating them into speech sounds.

Coding Marks:Examples: ĕ (breve)

ē (macron)

Fluency Instruction

Fluency is reading accurately at a smooth even pace.

Repeated Accurate Practices

Learned Words Timed readings for rate Repeated readings for

smoothness

Phonemic Awareness Instruction

Increase sensitivity to how we make sounds

Increase appreciation that sounds make syllables, that make words, that form sentences.

Develops ability to separate, blend and manipulate sounds in words

Spelling Instruction

Links the 44 sounds in English with the letter or letters that represent those sounds

Direct Instruction of spelling rules and generalizations

• Comprehension Instruction

Comprehension is getting meaning from

what is read

Direct Instruction Preview Predict Identify important

information Develop self-correcting

strategies

Handwriting Instruction

Cursive handwriting Correct writing position Shape, size, slant Multi-sensory methods

District Contacts:Patti Young, Executive Director of Special Programs

pwyoung@weatherfordisd.com

Donna Hagan, LDT, Program Specialist

dhagan@weatherfordisd.com

Campus Academic LanguageTherapists:

Jacque Baker, Austin and Seguin, jbaker@weatherfordisd.com

Sarah Byars, Ikard , sbyars@weatherfordisd.com

Traci Buntaine, WHS, NGC, Bridge, tcantrell@weatherfordisd.com

Cathy Cobb, Hall and Tison, ccobb@weatherfordisd.com

Carla Coffey, Crockett, cfcoffey@weatherfordisd.com

Tanna Gallaher, Curtis, tgallaher@weatherfordisd.com

Colleen Kleusar, Wright and Martin, ckleuser@weatherfordisd.com