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Communication Exceptionalities

Dyslexia and Dysgraphia

Presenter: Jeanne Hodgkins

To be able to identify the characteristics of dyslexia and dysgraphia

To have an understanding of what it’s like to have a reading and/or writing disability

To become familiar with the accommodations and assistive technologies that can help a student who has difficulties with reading and writing

Workshop Objectives

Greek: (dys) “difficulty” (lexia) with “ words”

very common - about 1 / 10 people (more common in boys than girls)

a genetic condition; life-long (can’t be ‘cured’)

a developmental reading difference that occurs when the brain does not properly recognize and process certain symbols

can hinder reading, writing, spelling, and sometimes even speaking

What is dyslexia?

caused by differences in the language areas of caused by differences in the language areas of the brain and the connections between themthe brain and the connections between them

not everyone has the same experiencenot everyone has the same experience a different way of thinkinga different way of thinking

How does a person with dyslexia see text? A dyslexic person might see letters and words move around on a page, or

words might change colours. Other dyslexics see text in a highly disjointed manner.

We begin our trip at a familiar place, a body like We begin our trip at a familiar place, a body like yours and mine.yours and mine.It contains a hundred trillion cells that work It contains a hundred trillion cells that work together by design.together by design.And within each one of these many cells, each one And within each one of these many cells, each one that has DNA,that has DNA,The DNA code is exactly the same, a mass-The DNA code is exactly the same, a mass-produced resume.produced resume.So the code in each cell is identical, a remarkable So the code in each cell is identical, a remarkable but valid claim.but valid claim.This means that the cells are nearly alike, but not This means that the cells are nearly alike, but not exactly the same.exactly the same.Take, for instance, the cells of the intestines; that Take, for instance, the cells of the intestines; that they're vital is certainly plain.they're vital is certainly plain.Now think about the way you would think if those Now think about the way you would think if those cells were the cells in your brain.cells were the cells in your brain.

(Excerpt from "Journey into DNA" on the "Cracking the Code" Web site, NOVA Online.) (Excerpt from "Journey into DNA" on the "Cracking the Code" Web site, NOVA Online.)

Decoding Activity: Recognizing Phonemes

• Low working memory is indicated when someone cannot keep many things on their “screen.” 

• Multistep problems or directions pose challenge.

• Usually have to write everything down. 

• Benefit from underlining/highlighting directions before they start. 

Effect on memory skills.

According to the Oxygen Theory, burning and rusting involve an element called oxygen, which is found in the air. The complete combustion of a piece of wood involves the rapid reaction of the wood with oxygen gas (O2) to produce carbon dioxide (CO2), which is a nonflammable gas, and water (H2O). The rusting of iron involves the slow reaction of iron with oxygen to produce iron oxides such as FE2O3. These iron oxides are known as rust. Heating rust with charcoal produces iron because the charcoal combines with the oxygen in the rust. In these transformations, there is a conservation of mass (the total mass of the reactants must equal the total mass of the products in a chemical reaction). In these reactions matter is neither created nor destroyed, but merely transformed.

Memory Activity: Recall and Understanding

Question 1Question 1The correct answer is The correct answer is BB..

Question 2Question 2The correct answer isThe correct answer is DD..

Question 3Question 3The correct answer isThe correct answer is BB..

Did you find it difficult to correctly answer the questions Did you find it difficult to correctly answer the questions given the amount of time you had to read the given the amount of time you had to read the passage?passage?

This exercise simulates what a child with attention This exercise simulates what a child with attention and/or memory problems might experience in a and/or memory problems might experience in a school exercise. Children are commonly asked to read school exercise. Children are commonly asked to read passages and to answer questions, verbally or in passages and to answer questions, verbally or in writing, based on what they've read. Imagine how writing, based on what they've read. Imagine how difficult this would be if you retained only bits and difficult this would be if you retained only bits and pieces from any given paragraph.pieces from any given paragraph.

Answers:Answers:

The problems with writing that students with dyslexia experience may be The problems with writing that students with dyslexia experience may be accompanied by difficulty with spelling and handwriting.  Students may try to accompanied by difficulty with spelling and handwriting.  Students may try to choose words they can spell rather than those they want to use.  Those with choose words they can spell rather than those they want to use.  Those with short-term memory problems may have difficulty transcribing a mentally short-term memory problems may have difficulty transcribing a mentally composed sentence, thus much back-tracking is required which disrupts the flow composed sentence, thus much back-tracking is required which disrupts the flow of thought. of thought. 

Are You Dyslexic? (video clip) 3:08Are You Dyslexic? (video clip) 3:08

Signs of Dyslexia

DumbDumb EmbarrassedEmbarrassed Everybody else is better Everybody else is better

than themthan them SlowSlow FrustratedFrustrated AnxiousAnxious CrossCross

How Do Students with Dyslexia Feel?

How do they sometimes behave?• Take it out on friends and family• Shout and misbehave• Have a go at everyone• Just sit there don’t want to do anything• Stubborn• Chew pen• Bite nails

DYSGRAPHIA

Greek: dys “disability” with graphia “writing”

a learning disability

a visual-motor integration problem (trouble processing what the eye sees)

language processing difficulty (trouble processing and making sense of what the ear hears)

directly affects handwriting – mostly the formation of letters or numbers, and the issue of spacing and sizing

What is Dysgraphia?What is Dysgraphia?

may also experience difficulty with may also experience difficulty with spelling and written expressionspelling and written expression

writing skills are below those expected writing skills are below those expected for a particular age groupfor a particular age group

can affect children, teenagers, and can affect children, teenagers, and adultsadults

It is It is more more than just bad handwriting!!than just bad handwriting!!

The child may:The child may:

Hold a pencil in an awkward wayHold a pencil in an awkward way

Have cramping of fingers or pains in hand Have cramping of fingers or pains in hand and in armand in arm

Write illegiblyWrite illegibly

Form letters incorrectlyForm letters incorrectly

Write letters of uneven shapes and sizes Write letters of uneven shapes and sizes

Signs of Dysgraphia

Space letters in words incorrectlySpace letters in words incorrectly

Write a mixture of capitals and lower Write a mixture of capitals and lower case letterscase letters

Leave out words in sentencesLeave out words in sentences

Write incomplete wordsWrite incomplete words

Get tired when writingGet tired when writing

Have difficulty organizing thoughts on Have difficulty organizing thoughts on paperpaper

Writing sample of a student with dysgraphia:

Instructions:

We love our school.

Copy the sentence onto the lined side of the whiteboard using the hand you don’t normally write with.

Writing ActivityWriting Activity

Let’s Sum it up…

Dysgraphia - summary video (2:39)Dysgraphia - summary video (2:39)

An Occupational Therapist can An Occupational Therapist can help withhelp with::

Teaching the proper way to hold a pencilTeaching the proper way to hold a pencil

Exercises to tone musclesExercises to tone muscles

Hand controlHand control

Hand-eye coordinationHand-eye coordination

Who Can Help?Who Can Help?

Provide notesProvide notes

Be patient and positive whenBe patient and positive when practicing handwriting or when readingpracticing handwriting or when reading

Encourage proper grip, posture, and Encourage proper grip, posture, and paper positioningpaper positioning

Avoid criticisms for sloppiness or Avoid criticisms for sloppiness or illegibilityillegibility

Encourage the student to use hand Encourage the student to use hand exercises when he/she becomes tiredexercises when he/she becomes tired

How Can How Can Teachers Help?Teachers Help?

Shake their hands fast when tiring of writingShake their hands fast when tiring of writing

Rub hands in a circle on something such as Rub hands in a circle on something such as their legtheir leg

Perform sitting push-ups by pushing down Perform sitting push-ups by pushing down on their hands and lifting their body slightly on their hands and lifting their body slightly up off the chairup off the chair

What the child can do…What the child can do…

Activities to strengthen hand and arm Activities to strengthen hand and arm muscles:muscles:

Accommodations and Assistive Technologies

Take tests orally Take tests orally

Dictate assignments to a scribeDictate assignments to a scribe

More time for writing assignmentsMore time for writing assignments

Reduce the amount of writing in assignmentsReduce the amount of writing in assignments

Complete writing assignments in chunks / use bullet Complete writing assignments in chunks / use bullet pointspoints

Reduce amount of copying

Use a laptop

Have a conversation with the student so that they can get their ideas out

Use a book they are reading as a model to help the student to organize their ideas as the author did in the book

AccommodationsAccommodations

Assistive Technology

Assistive technology (AT) is any device, piece of equipment or technology which either removes barriers to or helps any individual in learning.

Graphic OrganizersGraphic Organizers

Highlighted Paper, Raised Line Paper, Slant Boards & Spacers

Pencil Grips, Weighted Pencil / Pen, & Scissors

Colour –Tinted Eyeglasses

Mears-Irlen Sydrome or Visual Stress

Colour Overlays

Colour Paper, Rulers and Markers

Word Processors & Electronic Spell Checkers

Colour Keyboard, Kid Glove, & Stickers

Speech Recognition Software & Smartpens

Writer and Reader SoftwareWriter and Reader Software

iPad with Apps

“Demystification” Eliminate stigma Discuss strengths &

interests Discuss

weaknesses Emphasize

optimism Identify an ally Protect from

humiliation

What else can we do?

No!No! Yes!

Yes!

With our help, a child with a learning disability can…

Can a learning disability also be a gift?

video clip (3:00)

video clip (2:50)

1.. Please collect the handouts.1.. Please collect the handouts.

2. Please fill out the exit form.2. Please fill out the exit form.

Thank you for coming!Thank you for coming!

Bailey, E. (2013). Multisensory Approaches to Dyslexia. [online] Bailey, E. (2013). Multisensory Approaches to Dyslexia. [online] Available from: Available from: http://specialed.about.com/od/readingliteracy/a/Dyslexiaandmultisensohttp://specialed.about.com/od/readingliteracy/a/Dyslexiaandmultisensory.htm [Accessed 4th A pril, 2013].ry.htm [Accessed 4th A pril, 2013].

Gribben, M. Teaching the Dyslexic. [online] Available from: Gribben, M. Teaching the Dyslexic. [online] Available from: http://www.dyslexia-plus.co.uk/dyslexia/teaching.htm [Accessed 2nd http://www.dyslexia-plus.co.uk/dyslexia/teaching.htm [Accessed 2nd April, 2013].April, 2013].

Knobelauch, L. (2008). Knobelauch, L. (2008). Super Duper PublicationsSuper Duper Publications. [online] Available . [online] Available from: www.superduperinc.com [Accessed 2from: www.superduperinc.com [Accessed 2ndnd April, 2013]. April, 2013].

Reif, S. & Stern, J. (2010). Reif, S. & Stern, J. (2010). The Dyslexia Checkist: A Practical The Dyslexia Checkist: A Practical Reference for Parents and TeachersReference for Parents and Teachers. San Francisco: Jossey-Bass.. San Francisco: Jossey-Bass.

Reference List