BY: MICHAL REMER Dyslexia Quick Facts: 15-20 % of people affected Dyslexia does not discriminate...
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Transcript of BY: MICHAL REMER Dyslexia Quick Facts: 15-20 % of people affected Dyslexia does not discriminate...
BY MICHAL REMER
Dyslexia
Quick Facts
bull 15-20 of people affected
bull Dyslexia does not discriminate
bull Dyslexia is mostly hereditary
Quick Facts
bull Diff iculty with reading writing and other language based tasks
bull Readingseeing words backwards is a common misconception
Here is a small cartoon to begin illustrating the idea
So What is Dyslexia
The Dyslexia Paradox
The Dyslexia Paradox
The Dyslexia Paradox
A Precise DefinitionDIVIDED INTO 5 PARTS
Dyslexia
1 is a specific learning disability that is neurobiological in origin
This means that the disability originates in the brain
1 is a specific learning disability that is neurobiological in origin
2 Difficulties associated with Dyslexia typically result from a deficit in the phonological component of language
This means a person with dyslexia typically has an impairment in the area of their brain that is responsible for breaking apart and processing the basic structure of words (phonemes)
2 Difficulties associated with Dyslexia typically result from a deficit in the phonological component of language
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
This means that people with dyslexia often have diff iculty identifying real words andor doing so in a fl uent (eff ortless) manner
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
They have trouble spelling words and decoding (that is breaking apart pronouncing) the ones they are not familiar with
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
This includes nonsense words ndashwords that are phonetically ldquodecodablerdquo but not part of the lexicon
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
This means that their impairment has no relation to their overall intelligence or their ability to respond well to eff ective classroom instruction
In fact most people with dyslexia have average to above average intelligence
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
The conventional nature of classroom instruction today though does not necessarily imply eff ective instruction for dyslexic students ndash and this is one of the reasons why dyslexia is considered a learning disability
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
5 Secondary consequences of Dyslexia may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge
3 Types of Dyslexia
Type Example
3 Types of Dyslexia
Type Example
Dysnemkinesia
(motor dyslexia)
Difficulty remembering how to do the movements needed for writing
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
Letter reversals Sawwas reeddeer (sequential)
ƧS ЯR Cɔ existE microu NИ (mirror writing)
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
Letter reversals Sawwas reeddeer (sequential)
ƧS ЯR Cɔ existE microu NИ (mirror writing)
Spatial difficulties Leftright directions
Poor sight recognition Trouble building up sight vocabulary Relies on reading and spelling phonetically
3 Types of Dyslexia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
3 Types of Dyslexia
Reader without Dysphonesia
Brain Comparison
Brain without Dysphonesia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically
3 Types of Dyslexia
Reader with Dysphonesia
Brain with Dysphonesia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory
3 Types of Dyslexia
Dysphonesia Example
Dys-phon-esia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words Volcanotornado
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errorsWrites rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo
Cluttered blackboard = disorientation
3 Types of Dyslexia
7 Patterns of Dyslexia
bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course
deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it
bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls
bull Understanding complex sentences (especially in testing situation)
bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you
need to cancel
Other Difficulties
bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood
bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly
bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo
Other Difficulties
IEPS
ACCOMMODATIONS
MODIFICATIONS
SPECIALIZED TUTORING amp READING PROGRAMS
So What Can Teachers Do to Help Their Students With
Dyslexia
BE AWARE OF THE SIGNS
So What Can Teachers Do to Help Their Students With
Dyslexia
GENERAL
LISTENING DIFFICULTIES
MATH DIFFICULTIES
ORGANIZATIONAL SKILLS
PHYSICAL PROBLEMS
PERFORMANCE DURING TESTS AND EXAMINATIONS
Common Traits and Behaviours in Students
with Dyslexia
bull Most students will exhibit at least 10 or more traits or behaviours
bull Only qualified diagnostician s may test and diagnose dyslexia
bull Signs of dyslexia manifest themselves differently in different age groups
Common Traits and Behaviours in Students
with Dyslexia
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Appears bright highly intelligent and articulate but unable to read write or spell at grade level
Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo
Has difficulty sustaining attention seems hyper or daydreamerldquo
Arenrsquot behind enough or bad enough to be helped in the school setting
They may have a high IQ but not test well academically tests well orally but not written
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies
bull They may be easily frustrated and emotional about school reading or testing
bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering
bull Seems to Zone out or daydream often gets lost easily or loses track of time
bull Learns best through hands-on experience demonstrations experimentation observation and visual aids
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
When the teacher has hisher back to students
In a noisy room
When the teacher uses unfamiliar words without visual support
Misunderstanding instructions
Misunderstanding long complex sentences
Screening out unimportant information
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
Quick Facts
bull 15-20 of people affected
bull Dyslexia does not discriminate
bull Dyslexia is mostly hereditary
Quick Facts
bull Diff iculty with reading writing and other language based tasks
bull Readingseeing words backwards is a common misconception
Here is a small cartoon to begin illustrating the idea
So What is Dyslexia
The Dyslexia Paradox
The Dyslexia Paradox
The Dyslexia Paradox
A Precise DefinitionDIVIDED INTO 5 PARTS
Dyslexia
1 is a specific learning disability that is neurobiological in origin
This means that the disability originates in the brain
1 is a specific learning disability that is neurobiological in origin
2 Difficulties associated with Dyslexia typically result from a deficit in the phonological component of language
This means a person with dyslexia typically has an impairment in the area of their brain that is responsible for breaking apart and processing the basic structure of words (phonemes)
2 Difficulties associated with Dyslexia typically result from a deficit in the phonological component of language
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
This means that people with dyslexia often have diff iculty identifying real words andor doing so in a fl uent (eff ortless) manner
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
They have trouble spelling words and decoding (that is breaking apart pronouncing) the ones they are not familiar with
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
This includes nonsense words ndashwords that are phonetically ldquodecodablerdquo but not part of the lexicon
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
This means that their impairment has no relation to their overall intelligence or their ability to respond well to eff ective classroom instruction
In fact most people with dyslexia have average to above average intelligence
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
The conventional nature of classroom instruction today though does not necessarily imply eff ective instruction for dyslexic students ndash and this is one of the reasons why dyslexia is considered a learning disability
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
5 Secondary consequences of Dyslexia may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge
3 Types of Dyslexia
Type Example
3 Types of Dyslexia
Type Example
Dysnemkinesia
(motor dyslexia)
Difficulty remembering how to do the movements needed for writing
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
Letter reversals Sawwas reeddeer (sequential)
ƧS ЯR Cɔ existE microu NИ (mirror writing)
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
Letter reversals Sawwas reeddeer (sequential)
ƧS ЯR Cɔ existE microu NИ (mirror writing)
Spatial difficulties Leftright directions
Poor sight recognition Trouble building up sight vocabulary Relies on reading and spelling phonetically
3 Types of Dyslexia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
3 Types of Dyslexia
Reader without Dysphonesia
Brain Comparison
Brain without Dysphonesia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically
3 Types of Dyslexia
Reader with Dysphonesia
Brain with Dysphonesia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory
3 Types of Dyslexia
Dysphonesia Example
Dys-phon-esia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words Volcanotornado
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errorsWrites rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo
Cluttered blackboard = disorientation
3 Types of Dyslexia
7 Patterns of Dyslexia
bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course
deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it
bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls
bull Understanding complex sentences (especially in testing situation)
bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you
need to cancel
Other Difficulties
bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood
bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly
bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo
Other Difficulties
IEPS
ACCOMMODATIONS
MODIFICATIONS
SPECIALIZED TUTORING amp READING PROGRAMS
So What Can Teachers Do to Help Their Students With
Dyslexia
BE AWARE OF THE SIGNS
So What Can Teachers Do to Help Their Students With
Dyslexia
GENERAL
LISTENING DIFFICULTIES
MATH DIFFICULTIES
ORGANIZATIONAL SKILLS
PHYSICAL PROBLEMS
PERFORMANCE DURING TESTS AND EXAMINATIONS
Common Traits and Behaviours in Students
with Dyslexia
bull Most students will exhibit at least 10 or more traits or behaviours
bull Only qualified diagnostician s may test and diagnose dyslexia
bull Signs of dyslexia manifest themselves differently in different age groups
Common Traits and Behaviours in Students
with Dyslexia
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Appears bright highly intelligent and articulate but unable to read write or spell at grade level
Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo
Has difficulty sustaining attention seems hyper or daydreamerldquo
Arenrsquot behind enough or bad enough to be helped in the school setting
They may have a high IQ but not test well academically tests well orally but not written
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies
bull They may be easily frustrated and emotional about school reading or testing
bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering
bull Seems to Zone out or daydream often gets lost easily or loses track of time
bull Learns best through hands-on experience demonstrations experimentation observation and visual aids
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
When the teacher has hisher back to students
In a noisy room
When the teacher uses unfamiliar words without visual support
Misunderstanding instructions
Misunderstanding long complex sentences
Screening out unimportant information
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
Quick Facts
bull Diff iculty with reading writing and other language based tasks
bull Readingseeing words backwards is a common misconception
Here is a small cartoon to begin illustrating the idea
So What is Dyslexia
The Dyslexia Paradox
The Dyslexia Paradox
The Dyslexia Paradox
A Precise DefinitionDIVIDED INTO 5 PARTS
Dyslexia
1 is a specific learning disability that is neurobiological in origin
This means that the disability originates in the brain
1 is a specific learning disability that is neurobiological in origin
2 Difficulties associated with Dyslexia typically result from a deficit in the phonological component of language
This means a person with dyslexia typically has an impairment in the area of their brain that is responsible for breaking apart and processing the basic structure of words (phonemes)
2 Difficulties associated with Dyslexia typically result from a deficit in the phonological component of language
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
This means that people with dyslexia often have diff iculty identifying real words andor doing so in a fl uent (eff ortless) manner
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
They have trouble spelling words and decoding (that is breaking apart pronouncing) the ones they are not familiar with
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
This includes nonsense words ndashwords that are phonetically ldquodecodablerdquo but not part of the lexicon
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
This means that their impairment has no relation to their overall intelligence or their ability to respond well to eff ective classroom instruction
In fact most people with dyslexia have average to above average intelligence
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
The conventional nature of classroom instruction today though does not necessarily imply eff ective instruction for dyslexic students ndash and this is one of the reasons why dyslexia is considered a learning disability
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
5 Secondary consequences of Dyslexia may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge
3 Types of Dyslexia
Type Example
3 Types of Dyslexia
Type Example
Dysnemkinesia
(motor dyslexia)
Difficulty remembering how to do the movements needed for writing
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
Letter reversals Sawwas reeddeer (sequential)
ƧS ЯR Cɔ existE microu NИ (mirror writing)
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
Letter reversals Sawwas reeddeer (sequential)
ƧS ЯR Cɔ existE microu NИ (mirror writing)
Spatial difficulties Leftright directions
Poor sight recognition Trouble building up sight vocabulary Relies on reading and spelling phonetically
3 Types of Dyslexia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
3 Types of Dyslexia
Reader without Dysphonesia
Brain Comparison
Brain without Dysphonesia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically
3 Types of Dyslexia
Reader with Dysphonesia
Brain with Dysphonesia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory
3 Types of Dyslexia
Dysphonesia Example
Dys-phon-esia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words Volcanotornado
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errorsWrites rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo
Cluttered blackboard = disorientation
3 Types of Dyslexia
7 Patterns of Dyslexia
bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course
deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it
bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls
bull Understanding complex sentences (especially in testing situation)
bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you
need to cancel
Other Difficulties
bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood
bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly
bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo
Other Difficulties
IEPS
ACCOMMODATIONS
MODIFICATIONS
SPECIALIZED TUTORING amp READING PROGRAMS
So What Can Teachers Do to Help Their Students With
Dyslexia
BE AWARE OF THE SIGNS
So What Can Teachers Do to Help Their Students With
Dyslexia
GENERAL
LISTENING DIFFICULTIES
MATH DIFFICULTIES
ORGANIZATIONAL SKILLS
PHYSICAL PROBLEMS
PERFORMANCE DURING TESTS AND EXAMINATIONS
Common Traits and Behaviours in Students
with Dyslexia
bull Most students will exhibit at least 10 or more traits or behaviours
bull Only qualified diagnostician s may test and diagnose dyslexia
bull Signs of dyslexia manifest themselves differently in different age groups
Common Traits and Behaviours in Students
with Dyslexia
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Appears bright highly intelligent and articulate but unable to read write or spell at grade level
Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo
Has difficulty sustaining attention seems hyper or daydreamerldquo
Arenrsquot behind enough or bad enough to be helped in the school setting
They may have a high IQ but not test well academically tests well orally but not written
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies
bull They may be easily frustrated and emotional about school reading or testing
bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering
bull Seems to Zone out or daydream often gets lost easily or loses track of time
bull Learns best through hands-on experience demonstrations experimentation observation and visual aids
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
When the teacher has hisher back to students
In a noisy room
When the teacher uses unfamiliar words without visual support
Misunderstanding instructions
Misunderstanding long complex sentences
Screening out unimportant information
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
Here is a small cartoon to begin illustrating the idea
So What is Dyslexia
The Dyslexia Paradox
The Dyslexia Paradox
The Dyslexia Paradox
A Precise DefinitionDIVIDED INTO 5 PARTS
Dyslexia
1 is a specific learning disability that is neurobiological in origin
This means that the disability originates in the brain
1 is a specific learning disability that is neurobiological in origin
2 Difficulties associated with Dyslexia typically result from a deficit in the phonological component of language
This means a person with dyslexia typically has an impairment in the area of their brain that is responsible for breaking apart and processing the basic structure of words (phonemes)
2 Difficulties associated with Dyslexia typically result from a deficit in the phonological component of language
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
This means that people with dyslexia often have diff iculty identifying real words andor doing so in a fl uent (eff ortless) manner
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
They have trouble spelling words and decoding (that is breaking apart pronouncing) the ones they are not familiar with
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
This includes nonsense words ndashwords that are phonetically ldquodecodablerdquo but not part of the lexicon
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
This means that their impairment has no relation to their overall intelligence or their ability to respond well to eff ective classroom instruction
In fact most people with dyslexia have average to above average intelligence
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
The conventional nature of classroom instruction today though does not necessarily imply eff ective instruction for dyslexic students ndash and this is one of the reasons why dyslexia is considered a learning disability
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
5 Secondary consequences of Dyslexia may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge
3 Types of Dyslexia
Type Example
3 Types of Dyslexia
Type Example
Dysnemkinesia
(motor dyslexia)
Difficulty remembering how to do the movements needed for writing
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
Letter reversals Sawwas reeddeer (sequential)
ƧS ЯR Cɔ existE microu NИ (mirror writing)
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
Letter reversals Sawwas reeddeer (sequential)
ƧS ЯR Cɔ existE microu NИ (mirror writing)
Spatial difficulties Leftright directions
Poor sight recognition Trouble building up sight vocabulary Relies on reading and spelling phonetically
3 Types of Dyslexia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
3 Types of Dyslexia
Reader without Dysphonesia
Brain Comparison
Brain without Dysphonesia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically
3 Types of Dyslexia
Reader with Dysphonesia
Brain with Dysphonesia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory
3 Types of Dyslexia
Dysphonesia Example
Dys-phon-esia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words Volcanotornado
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errorsWrites rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo
Cluttered blackboard = disorientation
3 Types of Dyslexia
7 Patterns of Dyslexia
bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course
deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it
bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls
bull Understanding complex sentences (especially in testing situation)
bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you
need to cancel
Other Difficulties
bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood
bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly
bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo
Other Difficulties
IEPS
ACCOMMODATIONS
MODIFICATIONS
SPECIALIZED TUTORING amp READING PROGRAMS
So What Can Teachers Do to Help Their Students With
Dyslexia
BE AWARE OF THE SIGNS
So What Can Teachers Do to Help Their Students With
Dyslexia
GENERAL
LISTENING DIFFICULTIES
MATH DIFFICULTIES
ORGANIZATIONAL SKILLS
PHYSICAL PROBLEMS
PERFORMANCE DURING TESTS AND EXAMINATIONS
Common Traits and Behaviours in Students
with Dyslexia
bull Most students will exhibit at least 10 or more traits or behaviours
bull Only qualified diagnostician s may test and diagnose dyslexia
bull Signs of dyslexia manifest themselves differently in different age groups
Common Traits and Behaviours in Students
with Dyslexia
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Appears bright highly intelligent and articulate but unable to read write or spell at grade level
Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo
Has difficulty sustaining attention seems hyper or daydreamerldquo
Arenrsquot behind enough or bad enough to be helped in the school setting
They may have a high IQ but not test well academically tests well orally but not written
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies
bull They may be easily frustrated and emotional about school reading or testing
bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering
bull Seems to Zone out or daydream often gets lost easily or loses track of time
bull Learns best through hands-on experience demonstrations experimentation observation and visual aids
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
When the teacher has hisher back to students
In a noisy room
When the teacher uses unfamiliar words without visual support
Misunderstanding instructions
Misunderstanding long complex sentences
Screening out unimportant information
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
The Dyslexia Paradox
The Dyslexia Paradox
The Dyslexia Paradox
A Precise DefinitionDIVIDED INTO 5 PARTS
Dyslexia
1 is a specific learning disability that is neurobiological in origin
This means that the disability originates in the brain
1 is a specific learning disability that is neurobiological in origin
2 Difficulties associated with Dyslexia typically result from a deficit in the phonological component of language
This means a person with dyslexia typically has an impairment in the area of their brain that is responsible for breaking apart and processing the basic structure of words (phonemes)
2 Difficulties associated with Dyslexia typically result from a deficit in the phonological component of language
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
This means that people with dyslexia often have diff iculty identifying real words andor doing so in a fl uent (eff ortless) manner
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
They have trouble spelling words and decoding (that is breaking apart pronouncing) the ones they are not familiar with
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
This includes nonsense words ndashwords that are phonetically ldquodecodablerdquo but not part of the lexicon
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
This means that their impairment has no relation to their overall intelligence or their ability to respond well to eff ective classroom instruction
In fact most people with dyslexia have average to above average intelligence
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
The conventional nature of classroom instruction today though does not necessarily imply eff ective instruction for dyslexic students ndash and this is one of the reasons why dyslexia is considered a learning disability
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
5 Secondary consequences of Dyslexia may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge
3 Types of Dyslexia
Type Example
3 Types of Dyslexia
Type Example
Dysnemkinesia
(motor dyslexia)
Difficulty remembering how to do the movements needed for writing
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
Letter reversals Sawwas reeddeer (sequential)
ƧS ЯR Cɔ existE microu NИ (mirror writing)
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
Letter reversals Sawwas reeddeer (sequential)
ƧS ЯR Cɔ existE microu NИ (mirror writing)
Spatial difficulties Leftright directions
Poor sight recognition Trouble building up sight vocabulary Relies on reading and spelling phonetically
3 Types of Dyslexia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
3 Types of Dyslexia
Reader without Dysphonesia
Brain Comparison
Brain without Dysphonesia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically
3 Types of Dyslexia
Reader with Dysphonesia
Brain with Dysphonesia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory
3 Types of Dyslexia
Dysphonesia Example
Dys-phon-esia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words Volcanotornado
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errorsWrites rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo
Cluttered blackboard = disorientation
3 Types of Dyslexia
7 Patterns of Dyslexia
bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course
deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it
bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls
bull Understanding complex sentences (especially in testing situation)
bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you
need to cancel
Other Difficulties
bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood
bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly
bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo
Other Difficulties
IEPS
ACCOMMODATIONS
MODIFICATIONS
SPECIALIZED TUTORING amp READING PROGRAMS
So What Can Teachers Do to Help Their Students With
Dyslexia
BE AWARE OF THE SIGNS
So What Can Teachers Do to Help Their Students With
Dyslexia
GENERAL
LISTENING DIFFICULTIES
MATH DIFFICULTIES
ORGANIZATIONAL SKILLS
PHYSICAL PROBLEMS
PERFORMANCE DURING TESTS AND EXAMINATIONS
Common Traits and Behaviours in Students
with Dyslexia
bull Most students will exhibit at least 10 or more traits or behaviours
bull Only qualified diagnostician s may test and diagnose dyslexia
bull Signs of dyslexia manifest themselves differently in different age groups
Common Traits and Behaviours in Students
with Dyslexia
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Appears bright highly intelligent and articulate but unable to read write or spell at grade level
Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo
Has difficulty sustaining attention seems hyper or daydreamerldquo
Arenrsquot behind enough or bad enough to be helped in the school setting
They may have a high IQ but not test well academically tests well orally but not written
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies
bull They may be easily frustrated and emotional about school reading or testing
bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering
bull Seems to Zone out or daydream often gets lost easily or loses track of time
bull Learns best through hands-on experience demonstrations experimentation observation and visual aids
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
When the teacher has hisher back to students
In a noisy room
When the teacher uses unfamiliar words without visual support
Misunderstanding instructions
Misunderstanding long complex sentences
Screening out unimportant information
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
The Dyslexia Paradox
The Dyslexia Paradox
A Precise DefinitionDIVIDED INTO 5 PARTS
Dyslexia
1 is a specific learning disability that is neurobiological in origin
This means that the disability originates in the brain
1 is a specific learning disability that is neurobiological in origin
2 Difficulties associated with Dyslexia typically result from a deficit in the phonological component of language
This means a person with dyslexia typically has an impairment in the area of their brain that is responsible for breaking apart and processing the basic structure of words (phonemes)
2 Difficulties associated with Dyslexia typically result from a deficit in the phonological component of language
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
This means that people with dyslexia often have diff iculty identifying real words andor doing so in a fl uent (eff ortless) manner
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
They have trouble spelling words and decoding (that is breaking apart pronouncing) the ones they are not familiar with
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
This includes nonsense words ndashwords that are phonetically ldquodecodablerdquo but not part of the lexicon
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
This means that their impairment has no relation to their overall intelligence or their ability to respond well to eff ective classroom instruction
In fact most people with dyslexia have average to above average intelligence
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
The conventional nature of classroom instruction today though does not necessarily imply eff ective instruction for dyslexic students ndash and this is one of the reasons why dyslexia is considered a learning disability
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
5 Secondary consequences of Dyslexia may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge
3 Types of Dyslexia
Type Example
3 Types of Dyslexia
Type Example
Dysnemkinesia
(motor dyslexia)
Difficulty remembering how to do the movements needed for writing
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
Letter reversals Sawwas reeddeer (sequential)
ƧS ЯR Cɔ existE microu NИ (mirror writing)
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
Letter reversals Sawwas reeddeer (sequential)
ƧS ЯR Cɔ existE microu NИ (mirror writing)
Spatial difficulties Leftright directions
Poor sight recognition Trouble building up sight vocabulary Relies on reading and spelling phonetically
3 Types of Dyslexia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
3 Types of Dyslexia
Reader without Dysphonesia
Brain Comparison
Brain without Dysphonesia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically
3 Types of Dyslexia
Reader with Dysphonesia
Brain with Dysphonesia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory
3 Types of Dyslexia
Dysphonesia Example
Dys-phon-esia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words Volcanotornado
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errorsWrites rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo
Cluttered blackboard = disorientation
3 Types of Dyslexia
7 Patterns of Dyslexia
bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course
deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it
bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls
bull Understanding complex sentences (especially in testing situation)
bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you
need to cancel
Other Difficulties
bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood
bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly
bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo
Other Difficulties
IEPS
ACCOMMODATIONS
MODIFICATIONS
SPECIALIZED TUTORING amp READING PROGRAMS
So What Can Teachers Do to Help Their Students With
Dyslexia
BE AWARE OF THE SIGNS
So What Can Teachers Do to Help Their Students With
Dyslexia
GENERAL
LISTENING DIFFICULTIES
MATH DIFFICULTIES
ORGANIZATIONAL SKILLS
PHYSICAL PROBLEMS
PERFORMANCE DURING TESTS AND EXAMINATIONS
Common Traits and Behaviours in Students
with Dyslexia
bull Most students will exhibit at least 10 or more traits or behaviours
bull Only qualified diagnostician s may test and diagnose dyslexia
bull Signs of dyslexia manifest themselves differently in different age groups
Common Traits and Behaviours in Students
with Dyslexia
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Appears bright highly intelligent and articulate but unable to read write or spell at grade level
Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo
Has difficulty sustaining attention seems hyper or daydreamerldquo
Arenrsquot behind enough or bad enough to be helped in the school setting
They may have a high IQ but not test well academically tests well orally but not written
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies
bull They may be easily frustrated and emotional about school reading or testing
bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering
bull Seems to Zone out or daydream often gets lost easily or loses track of time
bull Learns best through hands-on experience demonstrations experimentation observation and visual aids
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
When the teacher has hisher back to students
In a noisy room
When the teacher uses unfamiliar words without visual support
Misunderstanding instructions
Misunderstanding long complex sentences
Screening out unimportant information
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
The Dyslexia Paradox
A Precise DefinitionDIVIDED INTO 5 PARTS
Dyslexia
1 is a specific learning disability that is neurobiological in origin
This means that the disability originates in the brain
1 is a specific learning disability that is neurobiological in origin
2 Difficulties associated with Dyslexia typically result from a deficit in the phonological component of language
This means a person with dyslexia typically has an impairment in the area of their brain that is responsible for breaking apart and processing the basic structure of words (phonemes)
2 Difficulties associated with Dyslexia typically result from a deficit in the phonological component of language
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
This means that people with dyslexia often have diff iculty identifying real words andor doing so in a fl uent (eff ortless) manner
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
They have trouble spelling words and decoding (that is breaking apart pronouncing) the ones they are not familiar with
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
This includes nonsense words ndashwords that are phonetically ldquodecodablerdquo but not part of the lexicon
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
This means that their impairment has no relation to their overall intelligence or their ability to respond well to eff ective classroom instruction
In fact most people with dyslexia have average to above average intelligence
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
The conventional nature of classroom instruction today though does not necessarily imply eff ective instruction for dyslexic students ndash and this is one of the reasons why dyslexia is considered a learning disability
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
5 Secondary consequences of Dyslexia may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge
3 Types of Dyslexia
Type Example
3 Types of Dyslexia
Type Example
Dysnemkinesia
(motor dyslexia)
Difficulty remembering how to do the movements needed for writing
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
Letter reversals Sawwas reeddeer (sequential)
ƧS ЯR Cɔ existE microu NИ (mirror writing)
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
Letter reversals Sawwas reeddeer (sequential)
ƧS ЯR Cɔ existE microu NИ (mirror writing)
Spatial difficulties Leftright directions
Poor sight recognition Trouble building up sight vocabulary Relies on reading and spelling phonetically
3 Types of Dyslexia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
3 Types of Dyslexia
Reader without Dysphonesia
Brain Comparison
Brain without Dysphonesia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically
3 Types of Dyslexia
Reader with Dysphonesia
Brain with Dysphonesia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory
3 Types of Dyslexia
Dysphonesia Example
Dys-phon-esia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words Volcanotornado
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errorsWrites rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo
Cluttered blackboard = disorientation
3 Types of Dyslexia
7 Patterns of Dyslexia
bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course
deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it
bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls
bull Understanding complex sentences (especially in testing situation)
bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you
need to cancel
Other Difficulties
bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood
bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly
bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo
Other Difficulties
IEPS
ACCOMMODATIONS
MODIFICATIONS
SPECIALIZED TUTORING amp READING PROGRAMS
So What Can Teachers Do to Help Their Students With
Dyslexia
BE AWARE OF THE SIGNS
So What Can Teachers Do to Help Their Students With
Dyslexia
GENERAL
LISTENING DIFFICULTIES
MATH DIFFICULTIES
ORGANIZATIONAL SKILLS
PHYSICAL PROBLEMS
PERFORMANCE DURING TESTS AND EXAMINATIONS
Common Traits and Behaviours in Students
with Dyslexia
bull Most students will exhibit at least 10 or more traits or behaviours
bull Only qualified diagnostician s may test and diagnose dyslexia
bull Signs of dyslexia manifest themselves differently in different age groups
Common Traits and Behaviours in Students
with Dyslexia
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Appears bright highly intelligent and articulate but unable to read write or spell at grade level
Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo
Has difficulty sustaining attention seems hyper or daydreamerldquo
Arenrsquot behind enough or bad enough to be helped in the school setting
They may have a high IQ but not test well academically tests well orally but not written
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies
bull They may be easily frustrated and emotional about school reading or testing
bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering
bull Seems to Zone out or daydream often gets lost easily or loses track of time
bull Learns best through hands-on experience demonstrations experimentation observation and visual aids
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
When the teacher has hisher back to students
In a noisy room
When the teacher uses unfamiliar words without visual support
Misunderstanding instructions
Misunderstanding long complex sentences
Screening out unimportant information
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
A Precise DefinitionDIVIDED INTO 5 PARTS
Dyslexia
1 is a specific learning disability that is neurobiological in origin
This means that the disability originates in the brain
1 is a specific learning disability that is neurobiological in origin
2 Difficulties associated with Dyslexia typically result from a deficit in the phonological component of language
This means a person with dyslexia typically has an impairment in the area of their brain that is responsible for breaking apart and processing the basic structure of words (phonemes)
2 Difficulties associated with Dyslexia typically result from a deficit in the phonological component of language
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
This means that people with dyslexia often have diff iculty identifying real words andor doing so in a fl uent (eff ortless) manner
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
They have trouble spelling words and decoding (that is breaking apart pronouncing) the ones they are not familiar with
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
This includes nonsense words ndashwords that are phonetically ldquodecodablerdquo but not part of the lexicon
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
This means that their impairment has no relation to their overall intelligence or their ability to respond well to eff ective classroom instruction
In fact most people with dyslexia have average to above average intelligence
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
The conventional nature of classroom instruction today though does not necessarily imply eff ective instruction for dyslexic students ndash and this is one of the reasons why dyslexia is considered a learning disability
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
5 Secondary consequences of Dyslexia may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge
3 Types of Dyslexia
Type Example
3 Types of Dyslexia
Type Example
Dysnemkinesia
(motor dyslexia)
Difficulty remembering how to do the movements needed for writing
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
Letter reversals Sawwas reeddeer (sequential)
ƧS ЯR Cɔ existE microu NИ (mirror writing)
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
Letter reversals Sawwas reeddeer (sequential)
ƧS ЯR Cɔ existE microu NИ (mirror writing)
Spatial difficulties Leftright directions
Poor sight recognition Trouble building up sight vocabulary Relies on reading and spelling phonetically
3 Types of Dyslexia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
3 Types of Dyslexia
Reader without Dysphonesia
Brain Comparison
Brain without Dysphonesia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically
3 Types of Dyslexia
Reader with Dysphonesia
Brain with Dysphonesia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory
3 Types of Dyslexia
Dysphonesia Example
Dys-phon-esia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words Volcanotornado
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errorsWrites rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo
Cluttered blackboard = disorientation
3 Types of Dyslexia
7 Patterns of Dyslexia
bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course
deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it
bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls
bull Understanding complex sentences (especially in testing situation)
bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you
need to cancel
Other Difficulties
bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood
bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly
bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo
Other Difficulties
IEPS
ACCOMMODATIONS
MODIFICATIONS
SPECIALIZED TUTORING amp READING PROGRAMS
So What Can Teachers Do to Help Their Students With
Dyslexia
BE AWARE OF THE SIGNS
So What Can Teachers Do to Help Their Students With
Dyslexia
GENERAL
LISTENING DIFFICULTIES
MATH DIFFICULTIES
ORGANIZATIONAL SKILLS
PHYSICAL PROBLEMS
PERFORMANCE DURING TESTS AND EXAMINATIONS
Common Traits and Behaviours in Students
with Dyslexia
bull Most students will exhibit at least 10 or more traits or behaviours
bull Only qualified diagnostician s may test and diagnose dyslexia
bull Signs of dyslexia manifest themselves differently in different age groups
Common Traits and Behaviours in Students
with Dyslexia
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Appears bright highly intelligent and articulate but unable to read write or spell at grade level
Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo
Has difficulty sustaining attention seems hyper or daydreamerldquo
Arenrsquot behind enough or bad enough to be helped in the school setting
They may have a high IQ but not test well academically tests well orally but not written
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies
bull They may be easily frustrated and emotional about school reading or testing
bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering
bull Seems to Zone out or daydream often gets lost easily or loses track of time
bull Learns best through hands-on experience demonstrations experimentation observation and visual aids
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
When the teacher has hisher back to students
In a noisy room
When the teacher uses unfamiliar words without visual support
Misunderstanding instructions
Misunderstanding long complex sentences
Screening out unimportant information
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
Dyslexia
1 is a specific learning disability that is neurobiological in origin
This means that the disability originates in the brain
1 is a specific learning disability that is neurobiological in origin
2 Difficulties associated with Dyslexia typically result from a deficit in the phonological component of language
This means a person with dyslexia typically has an impairment in the area of their brain that is responsible for breaking apart and processing the basic structure of words (phonemes)
2 Difficulties associated with Dyslexia typically result from a deficit in the phonological component of language
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
This means that people with dyslexia often have diff iculty identifying real words andor doing so in a fl uent (eff ortless) manner
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
They have trouble spelling words and decoding (that is breaking apart pronouncing) the ones they are not familiar with
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
This includes nonsense words ndashwords that are phonetically ldquodecodablerdquo but not part of the lexicon
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
This means that their impairment has no relation to their overall intelligence or their ability to respond well to eff ective classroom instruction
In fact most people with dyslexia have average to above average intelligence
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
The conventional nature of classroom instruction today though does not necessarily imply eff ective instruction for dyslexic students ndash and this is one of the reasons why dyslexia is considered a learning disability
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
5 Secondary consequences of Dyslexia may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge
3 Types of Dyslexia
Type Example
3 Types of Dyslexia
Type Example
Dysnemkinesia
(motor dyslexia)
Difficulty remembering how to do the movements needed for writing
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
Letter reversals Sawwas reeddeer (sequential)
ƧS ЯR Cɔ existE microu NИ (mirror writing)
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
Letter reversals Sawwas reeddeer (sequential)
ƧS ЯR Cɔ existE microu NИ (mirror writing)
Spatial difficulties Leftright directions
Poor sight recognition Trouble building up sight vocabulary Relies on reading and spelling phonetically
3 Types of Dyslexia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
3 Types of Dyslexia
Reader without Dysphonesia
Brain Comparison
Brain without Dysphonesia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically
3 Types of Dyslexia
Reader with Dysphonesia
Brain with Dysphonesia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory
3 Types of Dyslexia
Dysphonesia Example
Dys-phon-esia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words Volcanotornado
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errorsWrites rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo
Cluttered blackboard = disorientation
3 Types of Dyslexia
7 Patterns of Dyslexia
bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course
deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it
bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls
bull Understanding complex sentences (especially in testing situation)
bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you
need to cancel
Other Difficulties
bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood
bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly
bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo
Other Difficulties
IEPS
ACCOMMODATIONS
MODIFICATIONS
SPECIALIZED TUTORING amp READING PROGRAMS
So What Can Teachers Do to Help Their Students With
Dyslexia
BE AWARE OF THE SIGNS
So What Can Teachers Do to Help Their Students With
Dyslexia
GENERAL
LISTENING DIFFICULTIES
MATH DIFFICULTIES
ORGANIZATIONAL SKILLS
PHYSICAL PROBLEMS
PERFORMANCE DURING TESTS AND EXAMINATIONS
Common Traits and Behaviours in Students
with Dyslexia
bull Most students will exhibit at least 10 or more traits or behaviours
bull Only qualified diagnostician s may test and diagnose dyslexia
bull Signs of dyslexia manifest themselves differently in different age groups
Common Traits and Behaviours in Students
with Dyslexia
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Appears bright highly intelligent and articulate but unable to read write or spell at grade level
Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo
Has difficulty sustaining attention seems hyper or daydreamerldquo
Arenrsquot behind enough or bad enough to be helped in the school setting
They may have a high IQ but not test well academically tests well orally but not written
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies
bull They may be easily frustrated and emotional about school reading or testing
bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering
bull Seems to Zone out or daydream often gets lost easily or loses track of time
bull Learns best through hands-on experience demonstrations experimentation observation and visual aids
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
When the teacher has hisher back to students
In a noisy room
When the teacher uses unfamiliar words without visual support
Misunderstanding instructions
Misunderstanding long complex sentences
Screening out unimportant information
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
1 is a specific learning disability that is neurobiological in origin
This means that the disability originates in the brain
1 is a specific learning disability that is neurobiological in origin
2 Difficulties associated with Dyslexia typically result from a deficit in the phonological component of language
This means a person with dyslexia typically has an impairment in the area of their brain that is responsible for breaking apart and processing the basic structure of words (phonemes)
2 Difficulties associated with Dyslexia typically result from a deficit in the phonological component of language
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
This means that people with dyslexia often have diff iculty identifying real words andor doing so in a fl uent (eff ortless) manner
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
They have trouble spelling words and decoding (that is breaking apart pronouncing) the ones they are not familiar with
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
This includes nonsense words ndashwords that are phonetically ldquodecodablerdquo but not part of the lexicon
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
This means that their impairment has no relation to their overall intelligence or their ability to respond well to eff ective classroom instruction
In fact most people with dyslexia have average to above average intelligence
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
The conventional nature of classroom instruction today though does not necessarily imply eff ective instruction for dyslexic students ndash and this is one of the reasons why dyslexia is considered a learning disability
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
5 Secondary consequences of Dyslexia may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge
3 Types of Dyslexia
Type Example
3 Types of Dyslexia
Type Example
Dysnemkinesia
(motor dyslexia)
Difficulty remembering how to do the movements needed for writing
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
Letter reversals Sawwas reeddeer (sequential)
ƧS ЯR Cɔ existE microu NИ (mirror writing)
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
Letter reversals Sawwas reeddeer (sequential)
ƧS ЯR Cɔ existE microu NИ (mirror writing)
Spatial difficulties Leftright directions
Poor sight recognition Trouble building up sight vocabulary Relies on reading and spelling phonetically
3 Types of Dyslexia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
3 Types of Dyslexia
Reader without Dysphonesia
Brain Comparison
Brain without Dysphonesia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically
3 Types of Dyslexia
Reader with Dysphonesia
Brain with Dysphonesia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory
3 Types of Dyslexia
Dysphonesia Example
Dys-phon-esia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words Volcanotornado
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errorsWrites rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo
Cluttered blackboard = disorientation
3 Types of Dyslexia
7 Patterns of Dyslexia
bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course
deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it
bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls
bull Understanding complex sentences (especially in testing situation)
bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you
need to cancel
Other Difficulties
bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood
bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly
bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo
Other Difficulties
IEPS
ACCOMMODATIONS
MODIFICATIONS
SPECIALIZED TUTORING amp READING PROGRAMS
So What Can Teachers Do to Help Their Students With
Dyslexia
BE AWARE OF THE SIGNS
So What Can Teachers Do to Help Their Students With
Dyslexia
GENERAL
LISTENING DIFFICULTIES
MATH DIFFICULTIES
ORGANIZATIONAL SKILLS
PHYSICAL PROBLEMS
PERFORMANCE DURING TESTS AND EXAMINATIONS
Common Traits and Behaviours in Students
with Dyslexia
bull Most students will exhibit at least 10 or more traits or behaviours
bull Only qualified diagnostician s may test and diagnose dyslexia
bull Signs of dyslexia manifest themselves differently in different age groups
Common Traits and Behaviours in Students
with Dyslexia
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Appears bright highly intelligent and articulate but unable to read write or spell at grade level
Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo
Has difficulty sustaining attention seems hyper or daydreamerldquo
Arenrsquot behind enough or bad enough to be helped in the school setting
They may have a high IQ but not test well academically tests well orally but not written
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies
bull They may be easily frustrated and emotional about school reading or testing
bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering
bull Seems to Zone out or daydream often gets lost easily or loses track of time
bull Learns best through hands-on experience demonstrations experimentation observation and visual aids
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
When the teacher has hisher back to students
In a noisy room
When the teacher uses unfamiliar words without visual support
Misunderstanding instructions
Misunderstanding long complex sentences
Screening out unimportant information
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
This means that the disability originates in the brain
1 is a specific learning disability that is neurobiological in origin
2 Difficulties associated with Dyslexia typically result from a deficit in the phonological component of language
This means a person with dyslexia typically has an impairment in the area of their brain that is responsible for breaking apart and processing the basic structure of words (phonemes)
2 Difficulties associated with Dyslexia typically result from a deficit in the phonological component of language
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
This means that people with dyslexia often have diff iculty identifying real words andor doing so in a fl uent (eff ortless) manner
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
They have trouble spelling words and decoding (that is breaking apart pronouncing) the ones they are not familiar with
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
This includes nonsense words ndashwords that are phonetically ldquodecodablerdquo but not part of the lexicon
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
This means that their impairment has no relation to their overall intelligence or their ability to respond well to eff ective classroom instruction
In fact most people with dyslexia have average to above average intelligence
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
The conventional nature of classroom instruction today though does not necessarily imply eff ective instruction for dyslexic students ndash and this is one of the reasons why dyslexia is considered a learning disability
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
5 Secondary consequences of Dyslexia may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge
3 Types of Dyslexia
Type Example
3 Types of Dyslexia
Type Example
Dysnemkinesia
(motor dyslexia)
Difficulty remembering how to do the movements needed for writing
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
Letter reversals Sawwas reeddeer (sequential)
ƧS ЯR Cɔ existE microu NИ (mirror writing)
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
Letter reversals Sawwas reeddeer (sequential)
ƧS ЯR Cɔ existE microu NИ (mirror writing)
Spatial difficulties Leftright directions
Poor sight recognition Trouble building up sight vocabulary Relies on reading and spelling phonetically
3 Types of Dyslexia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
3 Types of Dyslexia
Reader without Dysphonesia
Brain Comparison
Brain without Dysphonesia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically
3 Types of Dyslexia
Reader with Dysphonesia
Brain with Dysphonesia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory
3 Types of Dyslexia
Dysphonesia Example
Dys-phon-esia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words Volcanotornado
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errorsWrites rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo
Cluttered blackboard = disorientation
3 Types of Dyslexia
7 Patterns of Dyslexia
bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course
deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it
bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls
bull Understanding complex sentences (especially in testing situation)
bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you
need to cancel
Other Difficulties
bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood
bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly
bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo
Other Difficulties
IEPS
ACCOMMODATIONS
MODIFICATIONS
SPECIALIZED TUTORING amp READING PROGRAMS
So What Can Teachers Do to Help Their Students With
Dyslexia
BE AWARE OF THE SIGNS
So What Can Teachers Do to Help Their Students With
Dyslexia
GENERAL
LISTENING DIFFICULTIES
MATH DIFFICULTIES
ORGANIZATIONAL SKILLS
PHYSICAL PROBLEMS
PERFORMANCE DURING TESTS AND EXAMINATIONS
Common Traits and Behaviours in Students
with Dyslexia
bull Most students will exhibit at least 10 or more traits or behaviours
bull Only qualified diagnostician s may test and diagnose dyslexia
bull Signs of dyslexia manifest themselves differently in different age groups
Common Traits and Behaviours in Students
with Dyslexia
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Appears bright highly intelligent and articulate but unable to read write or spell at grade level
Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo
Has difficulty sustaining attention seems hyper or daydreamerldquo
Arenrsquot behind enough or bad enough to be helped in the school setting
They may have a high IQ but not test well academically tests well orally but not written
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies
bull They may be easily frustrated and emotional about school reading or testing
bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering
bull Seems to Zone out or daydream often gets lost easily or loses track of time
bull Learns best through hands-on experience demonstrations experimentation observation and visual aids
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
When the teacher has hisher back to students
In a noisy room
When the teacher uses unfamiliar words without visual support
Misunderstanding instructions
Misunderstanding long complex sentences
Screening out unimportant information
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
2 Difficulties associated with Dyslexia typically result from a deficit in the phonological component of language
This means a person with dyslexia typically has an impairment in the area of their brain that is responsible for breaking apart and processing the basic structure of words (phonemes)
2 Difficulties associated with Dyslexia typically result from a deficit in the phonological component of language
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
This means that people with dyslexia often have diff iculty identifying real words andor doing so in a fl uent (eff ortless) manner
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
They have trouble spelling words and decoding (that is breaking apart pronouncing) the ones they are not familiar with
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
This includes nonsense words ndashwords that are phonetically ldquodecodablerdquo but not part of the lexicon
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
This means that their impairment has no relation to their overall intelligence or their ability to respond well to eff ective classroom instruction
In fact most people with dyslexia have average to above average intelligence
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
The conventional nature of classroom instruction today though does not necessarily imply eff ective instruction for dyslexic students ndash and this is one of the reasons why dyslexia is considered a learning disability
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
5 Secondary consequences of Dyslexia may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge
3 Types of Dyslexia
Type Example
3 Types of Dyslexia
Type Example
Dysnemkinesia
(motor dyslexia)
Difficulty remembering how to do the movements needed for writing
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
Letter reversals Sawwas reeddeer (sequential)
ƧS ЯR Cɔ existE microu NИ (mirror writing)
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
Letter reversals Sawwas reeddeer (sequential)
ƧS ЯR Cɔ existE microu NИ (mirror writing)
Spatial difficulties Leftright directions
Poor sight recognition Trouble building up sight vocabulary Relies on reading and spelling phonetically
3 Types of Dyslexia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
3 Types of Dyslexia
Reader without Dysphonesia
Brain Comparison
Brain without Dysphonesia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically
3 Types of Dyslexia
Reader with Dysphonesia
Brain with Dysphonesia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory
3 Types of Dyslexia
Dysphonesia Example
Dys-phon-esia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words Volcanotornado
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errorsWrites rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo
Cluttered blackboard = disorientation
3 Types of Dyslexia
7 Patterns of Dyslexia
bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course
deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it
bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls
bull Understanding complex sentences (especially in testing situation)
bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you
need to cancel
Other Difficulties
bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood
bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly
bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo
Other Difficulties
IEPS
ACCOMMODATIONS
MODIFICATIONS
SPECIALIZED TUTORING amp READING PROGRAMS
So What Can Teachers Do to Help Their Students With
Dyslexia
BE AWARE OF THE SIGNS
So What Can Teachers Do to Help Their Students With
Dyslexia
GENERAL
LISTENING DIFFICULTIES
MATH DIFFICULTIES
ORGANIZATIONAL SKILLS
PHYSICAL PROBLEMS
PERFORMANCE DURING TESTS AND EXAMINATIONS
Common Traits and Behaviours in Students
with Dyslexia
bull Most students will exhibit at least 10 or more traits or behaviours
bull Only qualified diagnostician s may test and diagnose dyslexia
bull Signs of dyslexia manifest themselves differently in different age groups
Common Traits and Behaviours in Students
with Dyslexia
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Appears bright highly intelligent and articulate but unable to read write or spell at grade level
Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo
Has difficulty sustaining attention seems hyper or daydreamerldquo
Arenrsquot behind enough or bad enough to be helped in the school setting
They may have a high IQ but not test well academically tests well orally but not written
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies
bull They may be easily frustrated and emotional about school reading or testing
bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering
bull Seems to Zone out or daydream often gets lost easily or loses track of time
bull Learns best through hands-on experience demonstrations experimentation observation and visual aids
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
When the teacher has hisher back to students
In a noisy room
When the teacher uses unfamiliar words without visual support
Misunderstanding instructions
Misunderstanding long complex sentences
Screening out unimportant information
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
This means a person with dyslexia typically has an impairment in the area of their brain that is responsible for breaking apart and processing the basic structure of words (phonemes)
2 Difficulties associated with Dyslexia typically result from a deficit in the phonological component of language
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
This means that people with dyslexia often have diff iculty identifying real words andor doing so in a fl uent (eff ortless) manner
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
They have trouble spelling words and decoding (that is breaking apart pronouncing) the ones they are not familiar with
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
This includes nonsense words ndashwords that are phonetically ldquodecodablerdquo but not part of the lexicon
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
This means that their impairment has no relation to their overall intelligence or their ability to respond well to eff ective classroom instruction
In fact most people with dyslexia have average to above average intelligence
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
The conventional nature of classroom instruction today though does not necessarily imply eff ective instruction for dyslexic students ndash and this is one of the reasons why dyslexia is considered a learning disability
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
5 Secondary consequences of Dyslexia may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge
3 Types of Dyslexia
Type Example
3 Types of Dyslexia
Type Example
Dysnemkinesia
(motor dyslexia)
Difficulty remembering how to do the movements needed for writing
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
Letter reversals Sawwas reeddeer (sequential)
ƧS ЯR Cɔ existE microu NИ (mirror writing)
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
Letter reversals Sawwas reeddeer (sequential)
ƧS ЯR Cɔ existE microu NИ (mirror writing)
Spatial difficulties Leftright directions
Poor sight recognition Trouble building up sight vocabulary Relies on reading and spelling phonetically
3 Types of Dyslexia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
3 Types of Dyslexia
Reader without Dysphonesia
Brain Comparison
Brain without Dysphonesia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically
3 Types of Dyslexia
Reader with Dysphonesia
Brain with Dysphonesia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory
3 Types of Dyslexia
Dysphonesia Example
Dys-phon-esia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words Volcanotornado
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errorsWrites rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo
Cluttered blackboard = disorientation
3 Types of Dyslexia
7 Patterns of Dyslexia
bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course
deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it
bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls
bull Understanding complex sentences (especially in testing situation)
bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you
need to cancel
Other Difficulties
bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood
bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly
bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo
Other Difficulties
IEPS
ACCOMMODATIONS
MODIFICATIONS
SPECIALIZED TUTORING amp READING PROGRAMS
So What Can Teachers Do to Help Their Students With
Dyslexia
BE AWARE OF THE SIGNS
So What Can Teachers Do to Help Their Students With
Dyslexia
GENERAL
LISTENING DIFFICULTIES
MATH DIFFICULTIES
ORGANIZATIONAL SKILLS
PHYSICAL PROBLEMS
PERFORMANCE DURING TESTS AND EXAMINATIONS
Common Traits and Behaviours in Students
with Dyslexia
bull Most students will exhibit at least 10 or more traits or behaviours
bull Only qualified diagnostician s may test and diagnose dyslexia
bull Signs of dyslexia manifest themselves differently in different age groups
Common Traits and Behaviours in Students
with Dyslexia
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Appears bright highly intelligent and articulate but unable to read write or spell at grade level
Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo
Has difficulty sustaining attention seems hyper or daydreamerldquo
Arenrsquot behind enough or bad enough to be helped in the school setting
They may have a high IQ but not test well academically tests well orally but not written
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies
bull They may be easily frustrated and emotional about school reading or testing
bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering
bull Seems to Zone out or daydream often gets lost easily or loses track of time
bull Learns best through hands-on experience demonstrations experimentation observation and visual aids
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
When the teacher has hisher back to students
In a noisy room
When the teacher uses unfamiliar words without visual support
Misunderstanding instructions
Misunderstanding long complex sentences
Screening out unimportant information
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
This means that people with dyslexia often have diff iculty identifying real words andor doing so in a fl uent (eff ortless) manner
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
They have trouble spelling words and decoding (that is breaking apart pronouncing) the ones they are not familiar with
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
This includes nonsense words ndashwords that are phonetically ldquodecodablerdquo but not part of the lexicon
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
This means that their impairment has no relation to their overall intelligence or their ability to respond well to eff ective classroom instruction
In fact most people with dyslexia have average to above average intelligence
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
The conventional nature of classroom instruction today though does not necessarily imply eff ective instruction for dyslexic students ndash and this is one of the reasons why dyslexia is considered a learning disability
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
5 Secondary consequences of Dyslexia may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge
3 Types of Dyslexia
Type Example
3 Types of Dyslexia
Type Example
Dysnemkinesia
(motor dyslexia)
Difficulty remembering how to do the movements needed for writing
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
Letter reversals Sawwas reeddeer (sequential)
ƧS ЯR Cɔ existE microu NИ (mirror writing)
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
Letter reversals Sawwas reeddeer (sequential)
ƧS ЯR Cɔ existE microu NИ (mirror writing)
Spatial difficulties Leftright directions
Poor sight recognition Trouble building up sight vocabulary Relies on reading and spelling phonetically
3 Types of Dyslexia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
3 Types of Dyslexia
Reader without Dysphonesia
Brain Comparison
Brain without Dysphonesia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically
3 Types of Dyslexia
Reader with Dysphonesia
Brain with Dysphonesia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory
3 Types of Dyslexia
Dysphonesia Example
Dys-phon-esia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words Volcanotornado
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errorsWrites rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo
Cluttered blackboard = disorientation
3 Types of Dyslexia
7 Patterns of Dyslexia
bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course
deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it
bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls
bull Understanding complex sentences (especially in testing situation)
bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you
need to cancel
Other Difficulties
bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood
bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly
bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo
Other Difficulties
IEPS
ACCOMMODATIONS
MODIFICATIONS
SPECIALIZED TUTORING amp READING PROGRAMS
So What Can Teachers Do to Help Their Students With
Dyslexia
BE AWARE OF THE SIGNS
So What Can Teachers Do to Help Their Students With
Dyslexia
GENERAL
LISTENING DIFFICULTIES
MATH DIFFICULTIES
ORGANIZATIONAL SKILLS
PHYSICAL PROBLEMS
PERFORMANCE DURING TESTS AND EXAMINATIONS
Common Traits and Behaviours in Students
with Dyslexia
bull Most students will exhibit at least 10 or more traits or behaviours
bull Only qualified diagnostician s may test and diagnose dyslexia
bull Signs of dyslexia manifest themselves differently in different age groups
Common Traits and Behaviours in Students
with Dyslexia
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Appears bright highly intelligent and articulate but unable to read write or spell at grade level
Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo
Has difficulty sustaining attention seems hyper or daydreamerldquo
Arenrsquot behind enough or bad enough to be helped in the school setting
They may have a high IQ but not test well academically tests well orally but not written
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies
bull They may be easily frustrated and emotional about school reading or testing
bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering
bull Seems to Zone out or daydream often gets lost easily or loses track of time
bull Learns best through hands-on experience demonstrations experimentation observation and visual aids
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
When the teacher has hisher back to students
In a noisy room
When the teacher uses unfamiliar words without visual support
Misunderstanding instructions
Misunderstanding long complex sentences
Screening out unimportant information
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
This means that people with dyslexia often have diff iculty identifying real words andor doing so in a fl uent (eff ortless) manner
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
They have trouble spelling words and decoding (that is breaking apart pronouncing) the ones they are not familiar with
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
This includes nonsense words ndashwords that are phonetically ldquodecodablerdquo but not part of the lexicon
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
This means that their impairment has no relation to their overall intelligence or their ability to respond well to eff ective classroom instruction
In fact most people with dyslexia have average to above average intelligence
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
The conventional nature of classroom instruction today though does not necessarily imply eff ective instruction for dyslexic students ndash and this is one of the reasons why dyslexia is considered a learning disability
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
5 Secondary consequences of Dyslexia may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge
3 Types of Dyslexia
Type Example
3 Types of Dyslexia
Type Example
Dysnemkinesia
(motor dyslexia)
Difficulty remembering how to do the movements needed for writing
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
Letter reversals Sawwas reeddeer (sequential)
ƧS ЯR Cɔ existE microu NИ (mirror writing)
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
Letter reversals Sawwas reeddeer (sequential)
ƧS ЯR Cɔ existE microu NИ (mirror writing)
Spatial difficulties Leftright directions
Poor sight recognition Trouble building up sight vocabulary Relies on reading and spelling phonetically
3 Types of Dyslexia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
3 Types of Dyslexia
Reader without Dysphonesia
Brain Comparison
Brain without Dysphonesia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically
3 Types of Dyslexia
Reader with Dysphonesia
Brain with Dysphonesia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory
3 Types of Dyslexia
Dysphonesia Example
Dys-phon-esia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words Volcanotornado
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errorsWrites rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo
Cluttered blackboard = disorientation
3 Types of Dyslexia
7 Patterns of Dyslexia
bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course
deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it
bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls
bull Understanding complex sentences (especially in testing situation)
bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you
need to cancel
Other Difficulties
bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood
bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly
bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo
Other Difficulties
IEPS
ACCOMMODATIONS
MODIFICATIONS
SPECIALIZED TUTORING amp READING PROGRAMS
So What Can Teachers Do to Help Their Students With
Dyslexia
BE AWARE OF THE SIGNS
So What Can Teachers Do to Help Their Students With
Dyslexia
GENERAL
LISTENING DIFFICULTIES
MATH DIFFICULTIES
ORGANIZATIONAL SKILLS
PHYSICAL PROBLEMS
PERFORMANCE DURING TESTS AND EXAMINATIONS
Common Traits and Behaviours in Students
with Dyslexia
bull Most students will exhibit at least 10 or more traits or behaviours
bull Only qualified diagnostician s may test and diagnose dyslexia
bull Signs of dyslexia manifest themselves differently in different age groups
Common Traits and Behaviours in Students
with Dyslexia
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Appears bright highly intelligent and articulate but unable to read write or spell at grade level
Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo
Has difficulty sustaining attention seems hyper or daydreamerldquo
Arenrsquot behind enough or bad enough to be helped in the school setting
They may have a high IQ but not test well academically tests well orally but not written
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies
bull They may be easily frustrated and emotional about school reading or testing
bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering
bull Seems to Zone out or daydream often gets lost easily or loses track of time
bull Learns best through hands-on experience demonstrations experimentation observation and visual aids
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
When the teacher has hisher back to students
In a noisy room
When the teacher uses unfamiliar words without visual support
Misunderstanding instructions
Misunderstanding long complex sentences
Screening out unimportant information
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
They have trouble spelling words and decoding (that is breaking apart pronouncing) the ones they are not familiar with
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
This includes nonsense words ndashwords that are phonetically ldquodecodablerdquo but not part of the lexicon
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
This means that their impairment has no relation to their overall intelligence or their ability to respond well to eff ective classroom instruction
In fact most people with dyslexia have average to above average intelligence
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
The conventional nature of classroom instruction today though does not necessarily imply eff ective instruction for dyslexic students ndash and this is one of the reasons why dyslexia is considered a learning disability
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
5 Secondary consequences of Dyslexia may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge
3 Types of Dyslexia
Type Example
3 Types of Dyslexia
Type Example
Dysnemkinesia
(motor dyslexia)
Difficulty remembering how to do the movements needed for writing
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
Letter reversals Sawwas reeddeer (sequential)
ƧS ЯR Cɔ existE microu NИ (mirror writing)
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
Letter reversals Sawwas reeddeer (sequential)
ƧS ЯR Cɔ existE microu NИ (mirror writing)
Spatial difficulties Leftright directions
Poor sight recognition Trouble building up sight vocabulary Relies on reading and spelling phonetically
3 Types of Dyslexia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
3 Types of Dyslexia
Reader without Dysphonesia
Brain Comparison
Brain without Dysphonesia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically
3 Types of Dyslexia
Reader with Dysphonesia
Brain with Dysphonesia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory
3 Types of Dyslexia
Dysphonesia Example
Dys-phon-esia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words Volcanotornado
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errorsWrites rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo
Cluttered blackboard = disorientation
3 Types of Dyslexia
7 Patterns of Dyslexia
bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course
deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it
bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls
bull Understanding complex sentences (especially in testing situation)
bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you
need to cancel
Other Difficulties
bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood
bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly
bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo
Other Difficulties
IEPS
ACCOMMODATIONS
MODIFICATIONS
SPECIALIZED TUTORING amp READING PROGRAMS
So What Can Teachers Do to Help Their Students With
Dyslexia
BE AWARE OF THE SIGNS
So What Can Teachers Do to Help Their Students With
Dyslexia
GENERAL
LISTENING DIFFICULTIES
MATH DIFFICULTIES
ORGANIZATIONAL SKILLS
PHYSICAL PROBLEMS
PERFORMANCE DURING TESTS AND EXAMINATIONS
Common Traits and Behaviours in Students
with Dyslexia
bull Most students will exhibit at least 10 or more traits or behaviours
bull Only qualified diagnostician s may test and diagnose dyslexia
bull Signs of dyslexia manifest themselves differently in different age groups
Common Traits and Behaviours in Students
with Dyslexia
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Appears bright highly intelligent and articulate but unable to read write or spell at grade level
Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo
Has difficulty sustaining attention seems hyper or daydreamerldquo
Arenrsquot behind enough or bad enough to be helped in the school setting
They may have a high IQ but not test well academically tests well orally but not written
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies
bull They may be easily frustrated and emotional about school reading or testing
bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering
bull Seems to Zone out or daydream often gets lost easily or loses track of time
bull Learns best through hands-on experience demonstrations experimentation observation and visual aids
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
When the teacher has hisher back to students
In a noisy room
When the teacher uses unfamiliar words without visual support
Misunderstanding instructions
Misunderstanding long complex sentences
Screening out unimportant information
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
This includes nonsense words ndashwords that are phonetically ldquodecodablerdquo but not part of the lexicon
3 Dyslexia is characterized by difficulties with accurate andor fluent word recognition and by poor spelling and decoding abilities
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
This means that their impairment has no relation to their overall intelligence or their ability to respond well to eff ective classroom instruction
In fact most people with dyslexia have average to above average intelligence
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
The conventional nature of classroom instruction today though does not necessarily imply eff ective instruction for dyslexic students ndash and this is one of the reasons why dyslexia is considered a learning disability
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
5 Secondary consequences of Dyslexia may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge
3 Types of Dyslexia
Type Example
3 Types of Dyslexia
Type Example
Dysnemkinesia
(motor dyslexia)
Difficulty remembering how to do the movements needed for writing
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
Letter reversals Sawwas reeddeer (sequential)
ƧS ЯR Cɔ existE microu NИ (mirror writing)
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
Letter reversals Sawwas reeddeer (sequential)
ƧS ЯR Cɔ existE microu NИ (mirror writing)
Spatial difficulties Leftright directions
Poor sight recognition Trouble building up sight vocabulary Relies on reading and spelling phonetically
3 Types of Dyslexia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
3 Types of Dyslexia
Reader without Dysphonesia
Brain Comparison
Brain without Dysphonesia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically
3 Types of Dyslexia
Reader with Dysphonesia
Brain with Dysphonesia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory
3 Types of Dyslexia
Dysphonesia Example
Dys-phon-esia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words Volcanotornado
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errorsWrites rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo
Cluttered blackboard = disorientation
3 Types of Dyslexia
7 Patterns of Dyslexia
bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course
deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it
bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls
bull Understanding complex sentences (especially in testing situation)
bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you
need to cancel
Other Difficulties
bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood
bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly
bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo
Other Difficulties
IEPS
ACCOMMODATIONS
MODIFICATIONS
SPECIALIZED TUTORING amp READING PROGRAMS
So What Can Teachers Do to Help Their Students With
Dyslexia
BE AWARE OF THE SIGNS
So What Can Teachers Do to Help Their Students With
Dyslexia
GENERAL
LISTENING DIFFICULTIES
MATH DIFFICULTIES
ORGANIZATIONAL SKILLS
PHYSICAL PROBLEMS
PERFORMANCE DURING TESTS AND EXAMINATIONS
Common Traits and Behaviours in Students
with Dyslexia
bull Most students will exhibit at least 10 or more traits or behaviours
bull Only qualified diagnostician s may test and diagnose dyslexia
bull Signs of dyslexia manifest themselves differently in different age groups
Common Traits and Behaviours in Students
with Dyslexia
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Appears bright highly intelligent and articulate but unable to read write or spell at grade level
Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo
Has difficulty sustaining attention seems hyper or daydreamerldquo
Arenrsquot behind enough or bad enough to be helped in the school setting
They may have a high IQ but not test well academically tests well orally but not written
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies
bull They may be easily frustrated and emotional about school reading or testing
bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering
bull Seems to Zone out or daydream often gets lost easily or loses track of time
bull Learns best through hands-on experience demonstrations experimentation observation and visual aids
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
When the teacher has hisher back to students
In a noisy room
When the teacher uses unfamiliar words without visual support
Misunderstanding instructions
Misunderstanding long complex sentences
Screening out unimportant information
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
This means that their impairment has no relation to their overall intelligence or their ability to respond well to eff ective classroom instruction
In fact most people with dyslexia have average to above average intelligence
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
The conventional nature of classroom instruction today though does not necessarily imply eff ective instruction for dyslexic students ndash and this is one of the reasons why dyslexia is considered a learning disability
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
5 Secondary consequences of Dyslexia may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge
3 Types of Dyslexia
Type Example
3 Types of Dyslexia
Type Example
Dysnemkinesia
(motor dyslexia)
Difficulty remembering how to do the movements needed for writing
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
Letter reversals Sawwas reeddeer (sequential)
ƧS ЯR Cɔ existE microu NИ (mirror writing)
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
Letter reversals Sawwas reeddeer (sequential)
ƧS ЯR Cɔ existE microu NИ (mirror writing)
Spatial difficulties Leftright directions
Poor sight recognition Trouble building up sight vocabulary Relies on reading and spelling phonetically
3 Types of Dyslexia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
3 Types of Dyslexia
Reader without Dysphonesia
Brain Comparison
Brain without Dysphonesia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically
3 Types of Dyslexia
Reader with Dysphonesia
Brain with Dysphonesia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory
3 Types of Dyslexia
Dysphonesia Example
Dys-phon-esia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words Volcanotornado
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errorsWrites rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo
Cluttered blackboard = disorientation
3 Types of Dyslexia
7 Patterns of Dyslexia
bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course
deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it
bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls
bull Understanding complex sentences (especially in testing situation)
bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you
need to cancel
Other Difficulties
bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood
bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly
bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo
Other Difficulties
IEPS
ACCOMMODATIONS
MODIFICATIONS
SPECIALIZED TUTORING amp READING PROGRAMS
So What Can Teachers Do to Help Their Students With
Dyslexia
BE AWARE OF THE SIGNS
So What Can Teachers Do to Help Their Students With
Dyslexia
GENERAL
LISTENING DIFFICULTIES
MATH DIFFICULTIES
ORGANIZATIONAL SKILLS
PHYSICAL PROBLEMS
PERFORMANCE DURING TESTS AND EXAMINATIONS
Common Traits and Behaviours in Students
with Dyslexia
bull Most students will exhibit at least 10 or more traits or behaviours
bull Only qualified diagnostician s may test and diagnose dyslexia
bull Signs of dyslexia manifest themselves differently in different age groups
Common Traits and Behaviours in Students
with Dyslexia
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Appears bright highly intelligent and articulate but unable to read write or spell at grade level
Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo
Has difficulty sustaining attention seems hyper or daydreamerldquo
Arenrsquot behind enough or bad enough to be helped in the school setting
They may have a high IQ but not test well academically tests well orally but not written
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies
bull They may be easily frustrated and emotional about school reading or testing
bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering
bull Seems to Zone out or daydream often gets lost easily or loses track of time
bull Learns best through hands-on experience demonstrations experimentation observation and visual aids
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
When the teacher has hisher back to students
In a noisy room
When the teacher uses unfamiliar words without visual support
Misunderstanding instructions
Misunderstanding long complex sentences
Screening out unimportant information
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
This means that their impairment has no relation to their overall intelligence or their ability to respond well to eff ective classroom instruction
In fact most people with dyslexia have average to above average intelligence
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
The conventional nature of classroom instruction today though does not necessarily imply eff ective instruction for dyslexic students ndash and this is one of the reasons why dyslexia is considered a learning disability
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
5 Secondary consequences of Dyslexia may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge
3 Types of Dyslexia
Type Example
3 Types of Dyslexia
Type Example
Dysnemkinesia
(motor dyslexia)
Difficulty remembering how to do the movements needed for writing
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
Letter reversals Sawwas reeddeer (sequential)
ƧS ЯR Cɔ existE microu NИ (mirror writing)
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
Letter reversals Sawwas reeddeer (sequential)
ƧS ЯR Cɔ existE microu NИ (mirror writing)
Spatial difficulties Leftright directions
Poor sight recognition Trouble building up sight vocabulary Relies on reading and spelling phonetically
3 Types of Dyslexia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
3 Types of Dyslexia
Reader without Dysphonesia
Brain Comparison
Brain without Dysphonesia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically
3 Types of Dyslexia
Reader with Dysphonesia
Brain with Dysphonesia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory
3 Types of Dyslexia
Dysphonesia Example
Dys-phon-esia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words Volcanotornado
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errorsWrites rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo
Cluttered blackboard = disorientation
3 Types of Dyslexia
7 Patterns of Dyslexia
bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course
deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it
bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls
bull Understanding complex sentences (especially in testing situation)
bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you
need to cancel
Other Difficulties
bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood
bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly
bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo
Other Difficulties
IEPS
ACCOMMODATIONS
MODIFICATIONS
SPECIALIZED TUTORING amp READING PROGRAMS
So What Can Teachers Do to Help Their Students With
Dyslexia
BE AWARE OF THE SIGNS
So What Can Teachers Do to Help Their Students With
Dyslexia
GENERAL
LISTENING DIFFICULTIES
MATH DIFFICULTIES
ORGANIZATIONAL SKILLS
PHYSICAL PROBLEMS
PERFORMANCE DURING TESTS AND EXAMINATIONS
Common Traits and Behaviours in Students
with Dyslexia
bull Most students will exhibit at least 10 or more traits or behaviours
bull Only qualified diagnostician s may test and diagnose dyslexia
bull Signs of dyslexia manifest themselves differently in different age groups
Common Traits and Behaviours in Students
with Dyslexia
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Appears bright highly intelligent and articulate but unable to read write or spell at grade level
Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo
Has difficulty sustaining attention seems hyper or daydreamerldquo
Arenrsquot behind enough or bad enough to be helped in the school setting
They may have a high IQ but not test well academically tests well orally but not written
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies
bull They may be easily frustrated and emotional about school reading or testing
bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering
bull Seems to Zone out or daydream often gets lost easily or loses track of time
bull Learns best through hands-on experience demonstrations experimentation observation and visual aids
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
When the teacher has hisher back to students
In a noisy room
When the teacher uses unfamiliar words without visual support
Misunderstanding instructions
Misunderstanding long complex sentences
Screening out unimportant information
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
The conventional nature of classroom instruction today though does not necessarily imply eff ective instruction for dyslexic students ndash and this is one of the reasons why dyslexia is considered a learning disability
4 The phonological deficits that Dyslexics face are often unexpected in relation to their other cognitive abilities and the provision of effective classroom instruction
5 Secondary consequences of Dyslexia may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge
3 Types of Dyslexia
Type Example
3 Types of Dyslexia
Type Example
Dysnemkinesia
(motor dyslexia)
Difficulty remembering how to do the movements needed for writing
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
Letter reversals Sawwas reeddeer (sequential)
ƧS ЯR Cɔ existE microu NИ (mirror writing)
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
Letter reversals Sawwas reeddeer (sequential)
ƧS ЯR Cɔ existE microu NИ (mirror writing)
Spatial difficulties Leftright directions
Poor sight recognition Trouble building up sight vocabulary Relies on reading and spelling phonetically
3 Types of Dyslexia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
3 Types of Dyslexia
Reader without Dysphonesia
Brain Comparison
Brain without Dysphonesia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically
3 Types of Dyslexia
Reader with Dysphonesia
Brain with Dysphonesia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory
3 Types of Dyslexia
Dysphonesia Example
Dys-phon-esia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words Volcanotornado
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errorsWrites rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo
Cluttered blackboard = disorientation
3 Types of Dyslexia
7 Patterns of Dyslexia
bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course
deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it
bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls
bull Understanding complex sentences (especially in testing situation)
bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you
need to cancel
Other Difficulties
bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood
bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly
bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo
Other Difficulties
IEPS
ACCOMMODATIONS
MODIFICATIONS
SPECIALIZED TUTORING amp READING PROGRAMS
So What Can Teachers Do to Help Their Students With
Dyslexia
BE AWARE OF THE SIGNS
So What Can Teachers Do to Help Their Students With
Dyslexia
GENERAL
LISTENING DIFFICULTIES
MATH DIFFICULTIES
ORGANIZATIONAL SKILLS
PHYSICAL PROBLEMS
PERFORMANCE DURING TESTS AND EXAMINATIONS
Common Traits and Behaviours in Students
with Dyslexia
bull Most students will exhibit at least 10 or more traits or behaviours
bull Only qualified diagnostician s may test and diagnose dyslexia
bull Signs of dyslexia manifest themselves differently in different age groups
Common Traits and Behaviours in Students
with Dyslexia
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Appears bright highly intelligent and articulate but unable to read write or spell at grade level
Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo
Has difficulty sustaining attention seems hyper or daydreamerldquo
Arenrsquot behind enough or bad enough to be helped in the school setting
They may have a high IQ but not test well academically tests well orally but not written
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies
bull They may be easily frustrated and emotional about school reading or testing
bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering
bull Seems to Zone out or daydream often gets lost easily or loses track of time
bull Learns best through hands-on experience demonstrations experimentation observation and visual aids
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
When the teacher has hisher back to students
In a noisy room
When the teacher uses unfamiliar words without visual support
Misunderstanding instructions
Misunderstanding long complex sentences
Screening out unimportant information
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
5 Secondary consequences of Dyslexia may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge
3 Types of Dyslexia
Type Example
3 Types of Dyslexia
Type Example
Dysnemkinesia
(motor dyslexia)
Difficulty remembering how to do the movements needed for writing
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
Letter reversals Sawwas reeddeer (sequential)
ƧS ЯR Cɔ existE microu NИ (mirror writing)
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
Letter reversals Sawwas reeddeer (sequential)
ƧS ЯR Cɔ existE microu NИ (mirror writing)
Spatial difficulties Leftright directions
Poor sight recognition Trouble building up sight vocabulary Relies on reading and spelling phonetically
3 Types of Dyslexia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
3 Types of Dyslexia
Reader without Dysphonesia
Brain Comparison
Brain without Dysphonesia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically
3 Types of Dyslexia
Reader with Dysphonesia
Brain with Dysphonesia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory
3 Types of Dyslexia
Dysphonesia Example
Dys-phon-esia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words Volcanotornado
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errorsWrites rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo
Cluttered blackboard = disorientation
3 Types of Dyslexia
7 Patterns of Dyslexia
bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course
deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it
bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls
bull Understanding complex sentences (especially in testing situation)
bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you
need to cancel
Other Difficulties
bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood
bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly
bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo
Other Difficulties
IEPS
ACCOMMODATIONS
MODIFICATIONS
SPECIALIZED TUTORING amp READING PROGRAMS
So What Can Teachers Do to Help Their Students With
Dyslexia
BE AWARE OF THE SIGNS
So What Can Teachers Do to Help Their Students With
Dyslexia
GENERAL
LISTENING DIFFICULTIES
MATH DIFFICULTIES
ORGANIZATIONAL SKILLS
PHYSICAL PROBLEMS
PERFORMANCE DURING TESTS AND EXAMINATIONS
Common Traits and Behaviours in Students
with Dyslexia
bull Most students will exhibit at least 10 or more traits or behaviours
bull Only qualified diagnostician s may test and diagnose dyslexia
bull Signs of dyslexia manifest themselves differently in different age groups
Common Traits and Behaviours in Students
with Dyslexia
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Appears bright highly intelligent and articulate but unable to read write or spell at grade level
Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo
Has difficulty sustaining attention seems hyper or daydreamerldquo
Arenrsquot behind enough or bad enough to be helped in the school setting
They may have a high IQ but not test well academically tests well orally but not written
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies
bull They may be easily frustrated and emotional about school reading or testing
bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering
bull Seems to Zone out or daydream often gets lost easily or loses track of time
bull Learns best through hands-on experience demonstrations experimentation observation and visual aids
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
When the teacher has hisher back to students
In a noisy room
When the teacher uses unfamiliar words without visual support
Misunderstanding instructions
Misunderstanding long complex sentences
Screening out unimportant information
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
3 Types of Dyslexia
Type Example
3 Types of Dyslexia
Type Example
Dysnemkinesia
(motor dyslexia)
Difficulty remembering how to do the movements needed for writing
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
Letter reversals Sawwas reeddeer (sequential)
ƧS ЯR Cɔ existE microu NИ (mirror writing)
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
Letter reversals Sawwas reeddeer (sequential)
ƧS ЯR Cɔ existE microu NИ (mirror writing)
Spatial difficulties Leftright directions
Poor sight recognition Trouble building up sight vocabulary Relies on reading and spelling phonetically
3 Types of Dyslexia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
3 Types of Dyslexia
Reader without Dysphonesia
Brain Comparison
Brain without Dysphonesia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically
3 Types of Dyslexia
Reader with Dysphonesia
Brain with Dysphonesia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory
3 Types of Dyslexia
Dysphonesia Example
Dys-phon-esia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words Volcanotornado
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errorsWrites rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo
Cluttered blackboard = disorientation
3 Types of Dyslexia
7 Patterns of Dyslexia
bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course
deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it
bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls
bull Understanding complex sentences (especially in testing situation)
bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you
need to cancel
Other Difficulties
bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood
bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly
bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo
Other Difficulties
IEPS
ACCOMMODATIONS
MODIFICATIONS
SPECIALIZED TUTORING amp READING PROGRAMS
So What Can Teachers Do to Help Their Students With
Dyslexia
BE AWARE OF THE SIGNS
So What Can Teachers Do to Help Their Students With
Dyslexia
GENERAL
LISTENING DIFFICULTIES
MATH DIFFICULTIES
ORGANIZATIONAL SKILLS
PHYSICAL PROBLEMS
PERFORMANCE DURING TESTS AND EXAMINATIONS
Common Traits and Behaviours in Students
with Dyslexia
bull Most students will exhibit at least 10 or more traits or behaviours
bull Only qualified diagnostician s may test and diagnose dyslexia
bull Signs of dyslexia manifest themselves differently in different age groups
Common Traits and Behaviours in Students
with Dyslexia
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Appears bright highly intelligent and articulate but unable to read write or spell at grade level
Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo
Has difficulty sustaining attention seems hyper or daydreamerldquo
Arenrsquot behind enough or bad enough to be helped in the school setting
They may have a high IQ but not test well academically tests well orally but not written
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies
bull They may be easily frustrated and emotional about school reading or testing
bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering
bull Seems to Zone out or daydream often gets lost easily or loses track of time
bull Learns best through hands-on experience demonstrations experimentation observation and visual aids
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
When the teacher has hisher back to students
In a noisy room
When the teacher uses unfamiliar words without visual support
Misunderstanding instructions
Misunderstanding long complex sentences
Screening out unimportant information
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
Type Example
3 Types of Dyslexia
Type Example
Dysnemkinesia
(motor dyslexia)
Difficulty remembering how to do the movements needed for writing
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
Letter reversals Sawwas reeddeer (sequential)
ƧS ЯR Cɔ existE microu NИ (mirror writing)
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
Letter reversals Sawwas reeddeer (sequential)
ƧS ЯR Cɔ existE microu NИ (mirror writing)
Spatial difficulties Leftright directions
Poor sight recognition Trouble building up sight vocabulary Relies on reading and spelling phonetically
3 Types of Dyslexia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
3 Types of Dyslexia
Reader without Dysphonesia
Brain Comparison
Brain without Dysphonesia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically
3 Types of Dyslexia
Reader with Dysphonesia
Brain with Dysphonesia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory
3 Types of Dyslexia
Dysphonesia Example
Dys-phon-esia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words Volcanotornado
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errorsWrites rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo
Cluttered blackboard = disorientation
3 Types of Dyslexia
7 Patterns of Dyslexia
bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course
deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it
bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls
bull Understanding complex sentences (especially in testing situation)
bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you
need to cancel
Other Difficulties
bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood
bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly
bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo
Other Difficulties
IEPS
ACCOMMODATIONS
MODIFICATIONS
SPECIALIZED TUTORING amp READING PROGRAMS
So What Can Teachers Do to Help Their Students With
Dyslexia
BE AWARE OF THE SIGNS
So What Can Teachers Do to Help Their Students With
Dyslexia
GENERAL
LISTENING DIFFICULTIES
MATH DIFFICULTIES
ORGANIZATIONAL SKILLS
PHYSICAL PROBLEMS
PERFORMANCE DURING TESTS AND EXAMINATIONS
Common Traits and Behaviours in Students
with Dyslexia
bull Most students will exhibit at least 10 or more traits or behaviours
bull Only qualified diagnostician s may test and diagnose dyslexia
bull Signs of dyslexia manifest themselves differently in different age groups
Common Traits and Behaviours in Students
with Dyslexia
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Appears bright highly intelligent and articulate but unable to read write or spell at grade level
Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo
Has difficulty sustaining attention seems hyper or daydreamerldquo
Arenrsquot behind enough or bad enough to be helped in the school setting
They may have a high IQ but not test well academically tests well orally but not written
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies
bull They may be easily frustrated and emotional about school reading or testing
bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering
bull Seems to Zone out or daydream often gets lost easily or loses track of time
bull Learns best through hands-on experience demonstrations experimentation observation and visual aids
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
When the teacher has hisher back to students
In a noisy room
When the teacher uses unfamiliar words without visual support
Misunderstanding instructions
Misunderstanding long complex sentences
Screening out unimportant information
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
Type Example
Dysnemkinesia
(motor dyslexia)
Difficulty remembering how to do the movements needed for writing
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
Letter reversals Sawwas reeddeer (sequential)
ƧS ЯR Cɔ existE microu NИ (mirror writing)
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
Letter reversals Sawwas reeddeer (sequential)
ƧS ЯR Cɔ existE microu NИ (mirror writing)
Spatial difficulties Leftright directions
Poor sight recognition Trouble building up sight vocabulary Relies on reading and spelling phonetically
3 Types of Dyslexia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
3 Types of Dyslexia
Reader without Dysphonesia
Brain Comparison
Brain without Dysphonesia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically
3 Types of Dyslexia
Reader with Dysphonesia
Brain with Dysphonesia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory
3 Types of Dyslexia
Dysphonesia Example
Dys-phon-esia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words Volcanotornado
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errorsWrites rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo
Cluttered blackboard = disorientation
3 Types of Dyslexia
7 Patterns of Dyslexia
bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course
deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it
bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls
bull Understanding complex sentences (especially in testing situation)
bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you
need to cancel
Other Difficulties
bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood
bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly
bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo
Other Difficulties
IEPS
ACCOMMODATIONS
MODIFICATIONS
SPECIALIZED TUTORING amp READING PROGRAMS
So What Can Teachers Do to Help Their Students With
Dyslexia
BE AWARE OF THE SIGNS
So What Can Teachers Do to Help Their Students With
Dyslexia
GENERAL
LISTENING DIFFICULTIES
MATH DIFFICULTIES
ORGANIZATIONAL SKILLS
PHYSICAL PROBLEMS
PERFORMANCE DURING TESTS AND EXAMINATIONS
Common Traits and Behaviours in Students
with Dyslexia
bull Most students will exhibit at least 10 or more traits or behaviours
bull Only qualified diagnostician s may test and diagnose dyslexia
bull Signs of dyslexia manifest themselves differently in different age groups
Common Traits and Behaviours in Students
with Dyslexia
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Appears bright highly intelligent and articulate but unable to read write or spell at grade level
Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo
Has difficulty sustaining attention seems hyper or daydreamerldquo
Arenrsquot behind enough or bad enough to be helped in the school setting
They may have a high IQ but not test well academically tests well orally but not written
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies
bull They may be easily frustrated and emotional about school reading or testing
bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering
bull Seems to Zone out or daydream often gets lost easily or loses track of time
bull Learns best through hands-on experience demonstrations experimentation observation and visual aids
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
When the teacher has hisher back to students
In a noisy room
When the teacher uses unfamiliar words without visual support
Misunderstanding instructions
Misunderstanding long complex sentences
Screening out unimportant information
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
Letter reversals Sawwas reeddeer (sequential)
ƧS ЯR Cɔ existE microu NИ (mirror writing)
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
Letter reversals Sawwas reeddeer (sequential)
ƧS ЯR Cɔ existE microu NИ (mirror writing)
Spatial difficulties Leftright directions
Poor sight recognition Trouble building up sight vocabulary Relies on reading and spelling phonetically
3 Types of Dyslexia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
3 Types of Dyslexia
Reader without Dysphonesia
Brain Comparison
Brain without Dysphonesia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically
3 Types of Dyslexia
Reader with Dysphonesia
Brain with Dysphonesia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory
3 Types of Dyslexia
Dysphonesia Example
Dys-phon-esia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words Volcanotornado
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errorsWrites rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo
Cluttered blackboard = disorientation
3 Types of Dyslexia
7 Patterns of Dyslexia
bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course
deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it
bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls
bull Understanding complex sentences (especially in testing situation)
bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you
need to cancel
Other Difficulties
bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood
bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly
bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo
Other Difficulties
IEPS
ACCOMMODATIONS
MODIFICATIONS
SPECIALIZED TUTORING amp READING PROGRAMS
So What Can Teachers Do to Help Their Students With
Dyslexia
BE AWARE OF THE SIGNS
So What Can Teachers Do to Help Their Students With
Dyslexia
GENERAL
LISTENING DIFFICULTIES
MATH DIFFICULTIES
ORGANIZATIONAL SKILLS
PHYSICAL PROBLEMS
PERFORMANCE DURING TESTS AND EXAMINATIONS
Common Traits and Behaviours in Students
with Dyslexia
bull Most students will exhibit at least 10 or more traits or behaviours
bull Only qualified diagnostician s may test and diagnose dyslexia
bull Signs of dyslexia manifest themselves differently in different age groups
Common Traits and Behaviours in Students
with Dyslexia
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Appears bright highly intelligent and articulate but unable to read write or spell at grade level
Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo
Has difficulty sustaining attention seems hyper or daydreamerldquo
Arenrsquot behind enough or bad enough to be helped in the school setting
They may have a high IQ but not test well academically tests well orally but not written
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies
bull They may be easily frustrated and emotional about school reading or testing
bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering
bull Seems to Zone out or daydream often gets lost easily or loses track of time
bull Learns best through hands-on experience demonstrations experimentation observation and visual aids
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
When the teacher has hisher back to students
In a noisy room
When the teacher uses unfamiliar words without visual support
Misunderstanding instructions
Misunderstanding long complex sentences
Screening out unimportant information
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
Letter reversals Sawwas reeddeer (sequential)
ƧS ЯR Cɔ existE microu NИ (mirror writing)
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
Letter reversals Sawwas reeddeer (sequential)
ƧS ЯR Cɔ existE microu NИ (mirror writing)
Spatial difficulties Leftright directions
Poor sight recognition Trouble building up sight vocabulary Relies on reading and spelling phonetically
3 Types of Dyslexia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
3 Types of Dyslexia
Reader without Dysphonesia
Brain Comparison
Brain without Dysphonesia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically
3 Types of Dyslexia
Reader with Dysphonesia
Brain with Dysphonesia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory
3 Types of Dyslexia
Dysphonesia Example
Dys-phon-esia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words Volcanotornado
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errorsWrites rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo
Cluttered blackboard = disorientation
3 Types of Dyslexia
7 Patterns of Dyslexia
bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course
deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it
bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls
bull Understanding complex sentences (especially in testing situation)
bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you
need to cancel
Other Difficulties
bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood
bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly
bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo
Other Difficulties
IEPS
ACCOMMODATIONS
MODIFICATIONS
SPECIALIZED TUTORING amp READING PROGRAMS
So What Can Teachers Do to Help Their Students With
Dyslexia
BE AWARE OF THE SIGNS
So What Can Teachers Do to Help Their Students With
Dyslexia
GENERAL
LISTENING DIFFICULTIES
MATH DIFFICULTIES
ORGANIZATIONAL SKILLS
PHYSICAL PROBLEMS
PERFORMANCE DURING TESTS AND EXAMINATIONS
Common Traits and Behaviours in Students
with Dyslexia
bull Most students will exhibit at least 10 or more traits or behaviours
bull Only qualified diagnostician s may test and diagnose dyslexia
bull Signs of dyslexia manifest themselves differently in different age groups
Common Traits and Behaviours in Students
with Dyslexia
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Appears bright highly intelligent and articulate but unable to read write or spell at grade level
Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo
Has difficulty sustaining attention seems hyper or daydreamerldquo
Arenrsquot behind enough or bad enough to be helped in the school setting
They may have a high IQ but not test well academically tests well orally but not written
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies
bull They may be easily frustrated and emotional about school reading or testing
bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering
bull Seems to Zone out or daydream often gets lost easily or loses track of time
bull Learns best through hands-on experience demonstrations experimentation observation and visual aids
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
When the teacher has hisher back to students
In a noisy room
When the teacher uses unfamiliar words without visual support
Misunderstanding instructions
Misunderstanding long complex sentences
Screening out unimportant information
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
Letter reversals Sawwas reeddeer (sequential)
ƧS ЯR Cɔ existE microu NИ (mirror writing)
3 Types of Dyslexia
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
Letter reversals Sawwas reeddeer (sequential)
ƧS ЯR Cɔ existE microu NИ (mirror writing)
Spatial difficulties Leftright directions
Poor sight recognition Trouble building up sight vocabulary Relies on reading and spelling phonetically
3 Types of Dyslexia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
3 Types of Dyslexia
Reader without Dysphonesia
Brain Comparison
Brain without Dysphonesia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically
3 Types of Dyslexia
Reader with Dysphonesia
Brain with Dysphonesia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory
3 Types of Dyslexia
Dysphonesia Example
Dys-phon-esia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words Volcanotornado
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errorsWrites rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo
Cluttered blackboard = disorientation
3 Types of Dyslexia
7 Patterns of Dyslexia
bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course
deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it
bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls
bull Understanding complex sentences (especially in testing situation)
bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you
need to cancel
Other Difficulties
bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood
bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly
bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo
Other Difficulties
IEPS
ACCOMMODATIONS
MODIFICATIONS
SPECIALIZED TUTORING amp READING PROGRAMS
So What Can Teachers Do to Help Their Students With
Dyslexia
BE AWARE OF THE SIGNS
So What Can Teachers Do to Help Their Students With
Dyslexia
GENERAL
LISTENING DIFFICULTIES
MATH DIFFICULTIES
ORGANIZATIONAL SKILLS
PHYSICAL PROBLEMS
PERFORMANCE DURING TESTS AND EXAMINATIONS
Common Traits and Behaviours in Students
with Dyslexia
bull Most students will exhibit at least 10 or more traits or behaviours
bull Only qualified diagnostician s may test and diagnose dyslexia
bull Signs of dyslexia manifest themselves differently in different age groups
Common Traits and Behaviours in Students
with Dyslexia
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Appears bright highly intelligent and articulate but unable to read write or spell at grade level
Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo
Has difficulty sustaining attention seems hyper or daydreamerldquo
Arenrsquot behind enough or bad enough to be helped in the school setting
They may have a high IQ but not test well academically tests well orally but not written
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies
bull They may be easily frustrated and emotional about school reading or testing
bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering
bull Seems to Zone out or daydream often gets lost easily or loses track of time
bull Learns best through hands-on experience demonstrations experimentation observation and visual aids
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
When the teacher has hisher back to students
In a noisy room
When the teacher uses unfamiliar words without visual support
Misunderstanding instructions
Misunderstanding long complex sentences
Screening out unimportant information
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
Type Example
Dysnemkinesia (motor dyslexia)
Difficulty remembering how to do the movements needed for writing
Difficulties with symbol orientations Confusion between bdpq
Transposing words (writtenwriting) and syllables (speech) Formfrom angleangel clamcalm
Letter reversals Sawwas reeddeer (sequential)
ƧS ЯR Cɔ existE microu NИ (mirror writing)
Spatial difficulties Leftright directions
Poor sight recognition Trouble building up sight vocabulary Relies on reading and spelling phonetically
3 Types of Dyslexia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
3 Types of Dyslexia
Reader without Dysphonesia
Brain Comparison
Brain without Dysphonesia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically
3 Types of Dyslexia
Reader with Dysphonesia
Brain with Dysphonesia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory
3 Types of Dyslexia
Dysphonesia Example
Dys-phon-esia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words Volcanotornado
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errorsWrites rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo
Cluttered blackboard = disorientation
3 Types of Dyslexia
7 Patterns of Dyslexia
bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course
deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it
bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls
bull Understanding complex sentences (especially in testing situation)
bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you
need to cancel
Other Difficulties
bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood
bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly
bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo
Other Difficulties
IEPS
ACCOMMODATIONS
MODIFICATIONS
SPECIALIZED TUTORING amp READING PROGRAMS
So What Can Teachers Do to Help Their Students With
Dyslexia
BE AWARE OF THE SIGNS
So What Can Teachers Do to Help Their Students With
Dyslexia
GENERAL
LISTENING DIFFICULTIES
MATH DIFFICULTIES
ORGANIZATIONAL SKILLS
PHYSICAL PROBLEMS
PERFORMANCE DURING TESTS AND EXAMINATIONS
Common Traits and Behaviours in Students
with Dyslexia
bull Most students will exhibit at least 10 or more traits or behaviours
bull Only qualified diagnostician s may test and diagnose dyslexia
bull Signs of dyslexia manifest themselves differently in different age groups
Common Traits and Behaviours in Students
with Dyslexia
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Appears bright highly intelligent and articulate but unable to read write or spell at grade level
Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo
Has difficulty sustaining attention seems hyper or daydreamerldquo
Arenrsquot behind enough or bad enough to be helped in the school setting
They may have a high IQ but not test well academically tests well orally but not written
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies
bull They may be easily frustrated and emotional about school reading or testing
bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering
bull Seems to Zone out or daydream often gets lost easily or loses track of time
bull Learns best through hands-on experience demonstrations experimentation observation and visual aids
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
When the teacher has hisher back to students
In a noisy room
When the teacher uses unfamiliar words without visual support
Misunderstanding instructions
Misunderstanding long complex sentences
Screening out unimportant information
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
3 Types of Dyslexia
Reader without Dysphonesia
Brain Comparison
Brain without Dysphonesia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically
3 Types of Dyslexia
Reader with Dysphonesia
Brain with Dysphonesia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory
3 Types of Dyslexia
Dysphonesia Example
Dys-phon-esia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words Volcanotornado
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errorsWrites rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo
Cluttered blackboard = disorientation
3 Types of Dyslexia
7 Patterns of Dyslexia
bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course
deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it
bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls
bull Understanding complex sentences (especially in testing situation)
bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you
need to cancel
Other Difficulties
bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood
bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly
bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo
Other Difficulties
IEPS
ACCOMMODATIONS
MODIFICATIONS
SPECIALIZED TUTORING amp READING PROGRAMS
So What Can Teachers Do to Help Their Students With
Dyslexia
BE AWARE OF THE SIGNS
So What Can Teachers Do to Help Their Students With
Dyslexia
GENERAL
LISTENING DIFFICULTIES
MATH DIFFICULTIES
ORGANIZATIONAL SKILLS
PHYSICAL PROBLEMS
PERFORMANCE DURING TESTS AND EXAMINATIONS
Common Traits and Behaviours in Students
with Dyslexia
bull Most students will exhibit at least 10 or more traits or behaviours
bull Only qualified diagnostician s may test and diagnose dyslexia
bull Signs of dyslexia manifest themselves differently in different age groups
Common Traits and Behaviours in Students
with Dyslexia
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Appears bright highly intelligent and articulate but unable to read write or spell at grade level
Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo
Has difficulty sustaining attention seems hyper or daydreamerldquo
Arenrsquot behind enough or bad enough to be helped in the school setting
They may have a high IQ but not test well academically tests well orally but not written
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies
bull They may be easily frustrated and emotional about school reading or testing
bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering
bull Seems to Zone out or daydream often gets lost easily or loses track of time
bull Learns best through hands-on experience demonstrations experimentation observation and visual aids
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
When the teacher has hisher back to students
In a noisy room
When the teacher uses unfamiliar words without visual support
Misunderstanding instructions
Misunderstanding long complex sentences
Screening out unimportant information
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
Reader without Dysphonesia
Brain Comparison
Brain without Dysphonesia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically
3 Types of Dyslexia
Reader with Dysphonesia
Brain with Dysphonesia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory
3 Types of Dyslexia
Dysphonesia Example
Dys-phon-esia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words Volcanotornado
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errorsWrites rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo
Cluttered blackboard = disorientation
3 Types of Dyslexia
7 Patterns of Dyslexia
bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course
deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it
bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls
bull Understanding complex sentences (especially in testing situation)
bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you
need to cancel
Other Difficulties
bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood
bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly
bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo
Other Difficulties
IEPS
ACCOMMODATIONS
MODIFICATIONS
SPECIALIZED TUTORING amp READING PROGRAMS
So What Can Teachers Do to Help Their Students With
Dyslexia
BE AWARE OF THE SIGNS
So What Can Teachers Do to Help Their Students With
Dyslexia
GENERAL
LISTENING DIFFICULTIES
MATH DIFFICULTIES
ORGANIZATIONAL SKILLS
PHYSICAL PROBLEMS
PERFORMANCE DURING TESTS AND EXAMINATIONS
Common Traits and Behaviours in Students
with Dyslexia
bull Most students will exhibit at least 10 or more traits or behaviours
bull Only qualified diagnostician s may test and diagnose dyslexia
bull Signs of dyslexia manifest themselves differently in different age groups
Common Traits and Behaviours in Students
with Dyslexia
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Appears bright highly intelligent and articulate but unable to read write or spell at grade level
Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo
Has difficulty sustaining attention seems hyper or daydreamerldquo
Arenrsquot behind enough or bad enough to be helped in the school setting
They may have a high IQ but not test well academically tests well orally but not written
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies
bull They may be easily frustrated and emotional about school reading or testing
bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering
bull Seems to Zone out or daydream often gets lost easily or loses track of time
bull Learns best through hands-on experience demonstrations experimentation observation and visual aids
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
When the teacher has hisher back to students
In a noisy room
When the teacher uses unfamiliar words without visual support
Misunderstanding instructions
Misunderstanding long complex sentences
Screening out unimportant information
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
Brain Comparison
Brain without Dysphonesia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically
3 Types of Dyslexia
Reader with Dysphonesia
Brain with Dysphonesia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory
3 Types of Dyslexia
Dysphonesia Example
Dys-phon-esia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words Volcanotornado
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errorsWrites rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo
Cluttered blackboard = disorientation
3 Types of Dyslexia
7 Patterns of Dyslexia
bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course
deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it
bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls
bull Understanding complex sentences (especially in testing situation)
bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you
need to cancel
Other Difficulties
bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood
bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly
bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo
Other Difficulties
IEPS
ACCOMMODATIONS
MODIFICATIONS
SPECIALIZED TUTORING amp READING PROGRAMS
So What Can Teachers Do to Help Their Students With
Dyslexia
BE AWARE OF THE SIGNS
So What Can Teachers Do to Help Their Students With
Dyslexia
GENERAL
LISTENING DIFFICULTIES
MATH DIFFICULTIES
ORGANIZATIONAL SKILLS
PHYSICAL PROBLEMS
PERFORMANCE DURING TESTS AND EXAMINATIONS
Common Traits and Behaviours in Students
with Dyslexia
bull Most students will exhibit at least 10 or more traits or behaviours
bull Only qualified diagnostician s may test and diagnose dyslexia
bull Signs of dyslexia manifest themselves differently in different age groups
Common Traits and Behaviours in Students
with Dyslexia
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Appears bright highly intelligent and articulate but unable to read write or spell at grade level
Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo
Has difficulty sustaining attention seems hyper or daydreamerldquo
Arenrsquot behind enough or bad enough to be helped in the school setting
They may have a high IQ but not test well academically tests well orally but not written
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies
bull They may be easily frustrated and emotional about school reading or testing
bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering
bull Seems to Zone out or daydream often gets lost easily or loses track of time
bull Learns best through hands-on experience demonstrations experimentation observation and visual aids
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
When the teacher has hisher back to students
In a noisy room
When the teacher uses unfamiliar words without visual support
Misunderstanding instructions
Misunderstanding long complex sentences
Screening out unimportant information
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
Brain without Dysphonesia
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically
3 Types of Dyslexia
Reader with Dysphonesia
Brain with Dysphonesia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory
3 Types of Dyslexia
Dysphonesia Example
Dys-phon-esia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words Volcanotornado
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errorsWrites rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo
Cluttered blackboard = disorientation
3 Types of Dyslexia
7 Patterns of Dyslexia
bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course
deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it
bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls
bull Understanding complex sentences (especially in testing situation)
bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you
need to cancel
Other Difficulties
bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood
bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly
bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo
Other Difficulties
IEPS
ACCOMMODATIONS
MODIFICATIONS
SPECIALIZED TUTORING amp READING PROGRAMS
So What Can Teachers Do to Help Their Students With
Dyslexia
BE AWARE OF THE SIGNS
So What Can Teachers Do to Help Their Students With
Dyslexia
GENERAL
LISTENING DIFFICULTIES
MATH DIFFICULTIES
ORGANIZATIONAL SKILLS
PHYSICAL PROBLEMS
PERFORMANCE DURING TESTS AND EXAMINATIONS
Common Traits and Behaviours in Students
with Dyslexia
bull Most students will exhibit at least 10 or more traits or behaviours
bull Only qualified diagnostician s may test and diagnose dyslexia
bull Signs of dyslexia manifest themselves differently in different age groups
Common Traits and Behaviours in Students
with Dyslexia
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Appears bright highly intelligent and articulate but unable to read write or spell at grade level
Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo
Has difficulty sustaining attention seems hyper or daydreamerldquo
Arenrsquot behind enough or bad enough to be helped in the school setting
They may have a high IQ but not test well academically tests well orally but not written
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies
bull They may be easily frustrated and emotional about school reading or testing
bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering
bull Seems to Zone out or daydream often gets lost easily or loses track of time
bull Learns best through hands-on experience demonstrations experimentation observation and visual aids
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
When the teacher has hisher back to students
In a noisy room
When the teacher uses unfamiliar words without visual support
Misunderstanding instructions
Misunderstanding long complex sentences
Screening out unimportant information
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
Type Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically
3 Types of Dyslexia
Reader with Dysphonesia
Brain with Dysphonesia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory
3 Types of Dyslexia
Dysphonesia Example
Dys-phon-esia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words Volcanotornado
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errorsWrites rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo
Cluttered blackboard = disorientation
3 Types of Dyslexia
7 Patterns of Dyslexia
bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course
deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it
bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls
bull Understanding complex sentences (especially in testing situation)
bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you
need to cancel
Other Difficulties
bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood
bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly
bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo
Other Difficulties
IEPS
ACCOMMODATIONS
MODIFICATIONS
SPECIALIZED TUTORING amp READING PROGRAMS
So What Can Teachers Do to Help Their Students With
Dyslexia
BE AWARE OF THE SIGNS
So What Can Teachers Do to Help Their Students With
Dyslexia
GENERAL
LISTENING DIFFICULTIES
MATH DIFFICULTIES
ORGANIZATIONAL SKILLS
PHYSICAL PROBLEMS
PERFORMANCE DURING TESTS AND EXAMINATIONS
Common Traits and Behaviours in Students
with Dyslexia
bull Most students will exhibit at least 10 or more traits or behaviours
bull Only qualified diagnostician s may test and diagnose dyslexia
bull Signs of dyslexia manifest themselves differently in different age groups
Common Traits and Behaviours in Students
with Dyslexia
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Appears bright highly intelligent and articulate but unable to read write or spell at grade level
Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo
Has difficulty sustaining attention seems hyper or daydreamerldquo
Arenrsquot behind enough or bad enough to be helped in the school setting
They may have a high IQ but not test well academically tests well orally but not written
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies
bull They may be easily frustrated and emotional about school reading or testing
bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering
bull Seems to Zone out or daydream often gets lost easily or loses track of time
bull Learns best through hands-on experience demonstrations experimentation observation and visual aids
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
When the teacher has hisher back to students
In a noisy room
When the teacher uses unfamiliar words without visual support
Misunderstanding instructions
Misunderstanding long complex sentences
Screening out unimportant information
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
Reader with Dysphonesia
Brain with Dysphonesia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory
3 Types of Dyslexia
Dysphonesia Example
Dys-phon-esia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words Volcanotornado
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errorsWrites rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo
Cluttered blackboard = disorientation
3 Types of Dyslexia
7 Patterns of Dyslexia
bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course
deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it
bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls
bull Understanding complex sentences (especially in testing situation)
bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you
need to cancel
Other Difficulties
bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood
bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly
bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo
Other Difficulties
IEPS
ACCOMMODATIONS
MODIFICATIONS
SPECIALIZED TUTORING amp READING PROGRAMS
So What Can Teachers Do to Help Their Students With
Dyslexia
BE AWARE OF THE SIGNS
So What Can Teachers Do to Help Their Students With
Dyslexia
GENERAL
LISTENING DIFFICULTIES
MATH DIFFICULTIES
ORGANIZATIONAL SKILLS
PHYSICAL PROBLEMS
PERFORMANCE DURING TESTS AND EXAMINATIONS
Common Traits and Behaviours in Students
with Dyslexia
bull Most students will exhibit at least 10 or more traits or behaviours
bull Only qualified diagnostician s may test and diagnose dyslexia
bull Signs of dyslexia manifest themselves differently in different age groups
Common Traits and Behaviours in Students
with Dyslexia
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Appears bright highly intelligent and articulate but unable to read write or spell at grade level
Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo
Has difficulty sustaining attention seems hyper or daydreamerldquo
Arenrsquot behind enough or bad enough to be helped in the school setting
They may have a high IQ but not test well academically tests well orally but not written
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies
bull They may be easily frustrated and emotional about school reading or testing
bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering
bull Seems to Zone out or daydream often gets lost easily or loses track of time
bull Learns best through hands-on experience demonstrations experimentation observation and visual aids
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
When the teacher has hisher back to students
In a noisy room
When the teacher uses unfamiliar words without visual support
Misunderstanding instructions
Misunderstanding long complex sentences
Screening out unimportant information
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
Brain with Dysphonesia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory
3 Types of Dyslexia
Dysphonesia Example
Dys-phon-esia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words Volcanotornado
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errorsWrites rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo
Cluttered blackboard = disorientation
3 Types of Dyslexia
7 Patterns of Dyslexia
bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course
deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it
bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls
bull Understanding complex sentences (especially in testing situation)
bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you
need to cancel
Other Difficulties
bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood
bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly
bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo
Other Difficulties
IEPS
ACCOMMODATIONS
MODIFICATIONS
SPECIALIZED TUTORING amp READING PROGRAMS
So What Can Teachers Do to Help Their Students With
Dyslexia
BE AWARE OF THE SIGNS
So What Can Teachers Do to Help Their Students With
Dyslexia
GENERAL
LISTENING DIFFICULTIES
MATH DIFFICULTIES
ORGANIZATIONAL SKILLS
PHYSICAL PROBLEMS
PERFORMANCE DURING TESTS AND EXAMINATIONS
Common Traits and Behaviours in Students
with Dyslexia
bull Most students will exhibit at least 10 or more traits or behaviours
bull Only qualified diagnostician s may test and diagnose dyslexia
bull Signs of dyslexia manifest themselves differently in different age groups
Common Traits and Behaviours in Students
with Dyslexia
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Appears bright highly intelligent and articulate but unable to read write or spell at grade level
Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo
Has difficulty sustaining attention seems hyper or daydreamerldquo
Arenrsquot behind enough or bad enough to be helped in the school setting
They may have a high IQ but not test well academically tests well orally but not written
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies
bull They may be easily frustrated and emotional about school reading or testing
bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering
bull Seems to Zone out or daydream often gets lost easily or loses track of time
bull Learns best through hands-on experience demonstrations experimentation observation and visual aids
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
When the teacher has hisher back to students
In a noisy room
When the teacher uses unfamiliar words without visual support
Misunderstanding instructions
Misunderstanding long complex sentences
Screening out unimportant information
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory
3 Types of Dyslexia
Dysphonesia Example
Dys-phon-esia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words Volcanotornado
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errorsWrites rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo
Cluttered blackboard = disorientation
3 Types of Dyslexia
7 Patterns of Dyslexia
bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course
deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it
bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls
bull Understanding complex sentences (especially in testing situation)
bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you
need to cancel
Other Difficulties
bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood
bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly
bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo
Other Difficulties
IEPS
ACCOMMODATIONS
MODIFICATIONS
SPECIALIZED TUTORING amp READING PROGRAMS
So What Can Teachers Do to Help Their Students With
Dyslexia
BE AWARE OF THE SIGNS
So What Can Teachers Do to Help Their Students With
Dyslexia
GENERAL
LISTENING DIFFICULTIES
MATH DIFFICULTIES
ORGANIZATIONAL SKILLS
PHYSICAL PROBLEMS
PERFORMANCE DURING TESTS AND EXAMINATIONS
Common Traits and Behaviours in Students
with Dyslexia
bull Most students will exhibit at least 10 or more traits or behaviours
bull Only qualified diagnostician s may test and diagnose dyslexia
bull Signs of dyslexia manifest themselves differently in different age groups
Common Traits and Behaviours in Students
with Dyslexia
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Appears bright highly intelligent and articulate but unable to read write or spell at grade level
Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo
Has difficulty sustaining attention seems hyper or daydreamerldquo
Arenrsquot behind enough or bad enough to be helped in the school setting
They may have a high IQ but not test well academically tests well orally but not written
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies
bull They may be easily frustrated and emotional about school reading or testing
bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering
bull Seems to Zone out or daydream often gets lost easily or loses track of time
bull Learns best through hands-on experience demonstrations experimentation observation and visual aids
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
When the teacher has hisher back to students
In a noisy room
When the teacher uses unfamiliar words without visual support
Misunderstanding instructions
Misunderstanding long complex sentences
Screening out unimportant information
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory
3 Types of Dyslexia
Dysphonesia Example
Dys-phon-esia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words Volcanotornado
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errorsWrites rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo
Cluttered blackboard = disorientation
3 Types of Dyslexia
7 Patterns of Dyslexia
bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course
deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it
bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls
bull Understanding complex sentences (especially in testing situation)
bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you
need to cancel
Other Difficulties
bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood
bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly
bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo
Other Difficulties
IEPS
ACCOMMODATIONS
MODIFICATIONS
SPECIALIZED TUTORING amp READING PROGRAMS
So What Can Teachers Do to Help Their Students With
Dyslexia
BE AWARE OF THE SIGNS
So What Can Teachers Do to Help Their Students With
Dyslexia
GENERAL
LISTENING DIFFICULTIES
MATH DIFFICULTIES
ORGANIZATIONAL SKILLS
PHYSICAL PROBLEMS
PERFORMANCE DURING TESTS AND EXAMINATIONS
Common Traits and Behaviours in Students
with Dyslexia
bull Most students will exhibit at least 10 or more traits or behaviours
bull Only qualified diagnostician s may test and diagnose dyslexia
bull Signs of dyslexia manifest themselves differently in different age groups
Common Traits and Behaviours in Students
with Dyslexia
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Appears bright highly intelligent and articulate but unable to read write or spell at grade level
Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo
Has difficulty sustaining attention seems hyper or daydreamerldquo
Arenrsquot behind enough or bad enough to be helped in the school setting
They may have a high IQ but not test well academically tests well orally but not written
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies
bull They may be easily frustrated and emotional about school reading or testing
bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering
bull Seems to Zone out or daydream often gets lost easily or loses track of time
bull Learns best through hands-on experience demonstrations experimentation observation and visual aids
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
When the teacher has hisher back to students
In a noisy room
When the teacher uses unfamiliar words without visual support
Misunderstanding instructions
Misunderstanding long complex sentences
Screening out unimportant information
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory
3 Types of Dyslexia
Dysphonesia Example
Dys-phon-esia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words Volcanotornado
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errorsWrites rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo
Cluttered blackboard = disorientation
3 Types of Dyslexia
7 Patterns of Dyslexia
bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course
deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it
bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls
bull Understanding complex sentences (especially in testing situation)
bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you
need to cancel
Other Difficulties
bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood
bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly
bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo
Other Difficulties
IEPS
ACCOMMODATIONS
MODIFICATIONS
SPECIALIZED TUTORING amp READING PROGRAMS
So What Can Teachers Do to Help Their Students With
Dyslexia
BE AWARE OF THE SIGNS
So What Can Teachers Do to Help Their Students With
Dyslexia
GENERAL
LISTENING DIFFICULTIES
MATH DIFFICULTIES
ORGANIZATIONAL SKILLS
PHYSICAL PROBLEMS
PERFORMANCE DURING TESTS AND EXAMINATIONS
Common Traits and Behaviours in Students
with Dyslexia
bull Most students will exhibit at least 10 or more traits or behaviours
bull Only qualified diagnostician s may test and diagnose dyslexia
bull Signs of dyslexia manifest themselves differently in different age groups
Common Traits and Behaviours in Students
with Dyslexia
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Appears bright highly intelligent and articulate but unable to read write or spell at grade level
Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo
Has difficulty sustaining attention seems hyper or daydreamerldquo
Arenrsquot behind enough or bad enough to be helped in the school setting
They may have a high IQ but not test well academically tests well orally but not written
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies
bull They may be easily frustrated and emotional about school reading or testing
bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering
bull Seems to Zone out or daydream often gets lost easily or loses track of time
bull Learns best through hands-on experience demonstrations experimentation observation and visual aids
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
When the teacher has hisher back to students
In a noisy room
When the teacher uses unfamiliar words without visual support
Misunderstanding instructions
Misunderstanding long complex sentences
Screening out unimportant information
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
Dysphonesia Example
Dys-phon-esia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words Volcanotornado
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errorsWrites rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo
Cluttered blackboard = disorientation
3 Types of Dyslexia
7 Patterns of Dyslexia
bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course
deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it
bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls
bull Understanding complex sentences (especially in testing situation)
bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you
need to cancel
Other Difficulties
bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood
bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly
bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo
Other Difficulties
IEPS
ACCOMMODATIONS
MODIFICATIONS
SPECIALIZED TUTORING amp READING PROGRAMS
So What Can Teachers Do to Help Their Students With
Dyslexia
BE AWARE OF THE SIGNS
So What Can Teachers Do to Help Their Students With
Dyslexia
GENERAL
LISTENING DIFFICULTIES
MATH DIFFICULTIES
ORGANIZATIONAL SKILLS
PHYSICAL PROBLEMS
PERFORMANCE DURING TESTS AND EXAMINATIONS
Common Traits and Behaviours in Students
with Dyslexia
bull Most students will exhibit at least 10 or more traits or behaviours
bull Only qualified diagnostician s may test and diagnose dyslexia
bull Signs of dyslexia manifest themselves differently in different age groups
Common Traits and Behaviours in Students
with Dyslexia
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Appears bright highly intelligent and articulate but unable to read write or spell at grade level
Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo
Has difficulty sustaining attention seems hyper or daydreamerldquo
Arenrsquot behind enough or bad enough to be helped in the school setting
They may have a high IQ but not test well academically tests well orally but not written
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies
bull They may be easily frustrated and emotional about school reading or testing
bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering
bull Seems to Zone out or daydream often gets lost easily or loses track of time
bull Learns best through hands-on experience demonstrations experimentation observation and visual aids
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
When the teacher has hisher back to students
In a noisy room
When the teacher uses unfamiliar words without visual support
Misunderstanding instructions
Misunderstanding long complex sentences
Screening out unimportant information
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words
3 Types of Dyslexia
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words Volcanotornado
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errorsWrites rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo
Cluttered blackboard = disorientation
3 Types of Dyslexia
7 Patterns of Dyslexia
bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course
deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it
bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls
bull Understanding complex sentences (especially in testing situation)
bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you
need to cancel
Other Difficulties
bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood
bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly
bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo
Other Difficulties
IEPS
ACCOMMODATIONS
MODIFICATIONS
SPECIALIZED TUTORING amp READING PROGRAMS
So What Can Teachers Do to Help Their Students With
Dyslexia
BE AWARE OF THE SIGNS
So What Can Teachers Do to Help Their Students With
Dyslexia
GENERAL
LISTENING DIFFICULTIES
MATH DIFFICULTIES
ORGANIZATIONAL SKILLS
PHYSICAL PROBLEMS
PERFORMANCE DURING TESTS AND EXAMINATIONS
Common Traits and Behaviours in Students
with Dyslexia
bull Most students will exhibit at least 10 or more traits or behaviours
bull Only qualified diagnostician s may test and diagnose dyslexia
bull Signs of dyslexia manifest themselves differently in different age groups
Common Traits and Behaviours in Students
with Dyslexia
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Appears bright highly intelligent and articulate but unable to read write or spell at grade level
Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo
Has difficulty sustaining attention seems hyper or daydreamerldquo
Arenrsquot behind enough or bad enough to be helped in the school setting
They may have a high IQ but not test well academically tests well orally but not written
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies
bull They may be easily frustrated and emotional about school reading or testing
bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering
bull Seems to Zone out or daydream often gets lost easily or loses track of time
bull Learns best through hands-on experience demonstrations experimentation observation and visual aids
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
When the teacher has hisher back to students
In a noisy room
When the teacher uses unfamiliar words without visual support
Misunderstanding instructions
Misunderstanding long complex sentences
Screening out unimportant information
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
Dysphonesia Example
Dysphonesia (auditory dyslexia)
Difficulty with phonological component of language
Cannot decode words phonetically Difficulty identifyingmake sense
of novel or unfamiliar words Learns the word deal but gets
mixed up with new word seal and canrsquot read the word dealing
Student tends to rely on memory Chaotic spelling
Confusion between similar looking letters Aminalanimal
Confusion between similar words Volcanotornado
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errorsWrites rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo
Cluttered blackboard = disorientation
3 Types of Dyslexia
7 Patterns of Dyslexia
bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course
deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it
bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls
bull Understanding complex sentences (especially in testing situation)
bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you
need to cancel
Other Difficulties
bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood
bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly
bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo
Other Difficulties
IEPS
ACCOMMODATIONS
MODIFICATIONS
SPECIALIZED TUTORING amp READING PROGRAMS
So What Can Teachers Do to Help Their Students With
Dyslexia
BE AWARE OF THE SIGNS
So What Can Teachers Do to Help Their Students With
Dyslexia
GENERAL
LISTENING DIFFICULTIES
MATH DIFFICULTIES
ORGANIZATIONAL SKILLS
PHYSICAL PROBLEMS
PERFORMANCE DURING TESTS AND EXAMINATIONS
Common Traits and Behaviours in Students
with Dyslexia
bull Most students will exhibit at least 10 or more traits or behaviours
bull Only qualified diagnostician s may test and diagnose dyslexia
bull Signs of dyslexia manifest themselves differently in different age groups
Common Traits and Behaviours in Students
with Dyslexia
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Appears bright highly intelligent and articulate but unable to read write or spell at grade level
Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo
Has difficulty sustaining attention seems hyper or daydreamerldquo
Arenrsquot behind enough or bad enough to be helped in the school setting
They may have a high IQ but not test well academically tests well orally but not written
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies
bull They may be easily frustrated and emotional about school reading or testing
bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering
bull Seems to Zone out or daydream often gets lost easily or loses track of time
bull Learns best through hands-on experience demonstrations experimentation observation and visual aids
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
When the teacher has hisher back to students
In a noisy room
When the teacher uses unfamiliar words without visual support
Misunderstanding instructions
Misunderstanding long complex sentences
Screening out unimportant information
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errorsWrites rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo
Cluttered blackboard = disorientation
3 Types of Dyslexia
7 Patterns of Dyslexia
bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course
deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it
bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls
bull Understanding complex sentences (especially in testing situation)
bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you
need to cancel
Other Difficulties
bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood
bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly
bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo
Other Difficulties
IEPS
ACCOMMODATIONS
MODIFICATIONS
SPECIALIZED TUTORING amp READING PROGRAMS
So What Can Teachers Do to Help Their Students With
Dyslexia
BE AWARE OF THE SIGNS
So What Can Teachers Do to Help Their Students With
Dyslexia
GENERAL
LISTENING DIFFICULTIES
MATH DIFFICULTIES
ORGANIZATIONAL SKILLS
PHYSICAL PROBLEMS
PERFORMANCE DURING TESTS AND EXAMINATIONS
Common Traits and Behaviours in Students
with Dyslexia
bull Most students will exhibit at least 10 or more traits or behaviours
bull Only qualified diagnostician s may test and diagnose dyslexia
bull Signs of dyslexia manifest themselves differently in different age groups
Common Traits and Behaviours in Students
with Dyslexia
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Appears bright highly intelligent and articulate but unable to read write or spell at grade level
Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo
Has difficulty sustaining attention seems hyper or daydreamerldquo
Arenrsquot behind enough or bad enough to be helped in the school setting
They may have a high IQ but not test well academically tests well orally but not written
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies
bull They may be easily frustrated and emotional about school reading or testing
bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering
bull Seems to Zone out or daydream often gets lost easily or loses track of time
bull Learns best through hands-on experience demonstrations experimentation observation and visual aids
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
When the teacher has hisher back to students
In a noisy room
When the teacher uses unfamiliar words without visual support
Misunderstanding instructions
Misunderstanding long complex sentences
Screening out unimportant information
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errorsWrites rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo
Cluttered blackboard = disorientation
3 Types of Dyslexia
7 Patterns of Dyslexia
bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course
deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it
bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls
bull Understanding complex sentences (especially in testing situation)
bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you
need to cancel
Other Difficulties
bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood
bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly
bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo
Other Difficulties
IEPS
ACCOMMODATIONS
MODIFICATIONS
SPECIALIZED TUTORING amp READING PROGRAMS
So What Can Teachers Do to Help Their Students With
Dyslexia
BE AWARE OF THE SIGNS
So What Can Teachers Do to Help Their Students With
Dyslexia
GENERAL
LISTENING DIFFICULTIES
MATH DIFFICULTIES
ORGANIZATIONAL SKILLS
PHYSICAL PROBLEMS
PERFORMANCE DURING TESTS AND EXAMINATIONS
Common Traits and Behaviours in Students
with Dyslexia
bull Most students will exhibit at least 10 or more traits or behaviours
bull Only qualified diagnostician s may test and diagnose dyslexia
bull Signs of dyslexia manifest themselves differently in different age groups
Common Traits and Behaviours in Students
with Dyslexia
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Appears bright highly intelligent and articulate but unable to read write or spell at grade level
Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo
Has difficulty sustaining attention seems hyper or daydreamerldquo
Arenrsquot behind enough or bad enough to be helped in the school setting
They may have a high IQ but not test well academically tests well orally but not written
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies
bull They may be easily frustrated and emotional about school reading or testing
bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering
bull Seems to Zone out or daydream often gets lost easily or loses track of time
bull Learns best through hands-on experience demonstrations experimentation observation and visual aids
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
When the teacher has hisher back to students
In a noisy room
When the teacher uses unfamiliar words without visual support
Misunderstanding instructions
Misunderstanding long complex sentences
Screening out unimportant information
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errorsReads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo
Cluttered blackboard = disorientation
3 Types of Dyslexia
7 Patterns of Dyslexia
bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course
deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it
bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls
bull Understanding complex sentences (especially in testing situation)
bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you
need to cancel
Other Difficulties
bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood
bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly
bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo
Other Difficulties
IEPS
ACCOMMODATIONS
MODIFICATIONS
SPECIALIZED TUTORING amp READING PROGRAMS
So What Can Teachers Do to Help Their Students With
Dyslexia
BE AWARE OF THE SIGNS
So What Can Teachers Do to Help Their Students With
Dyslexia
GENERAL
LISTENING DIFFICULTIES
MATH DIFFICULTIES
ORGANIZATIONAL SKILLS
PHYSICAL PROBLEMS
PERFORMANCE DURING TESTS AND EXAMINATIONS
Common Traits and Behaviours in Students
with Dyslexia
bull Most students will exhibit at least 10 or more traits or behaviours
bull Only qualified diagnostician s may test and diagnose dyslexia
bull Signs of dyslexia manifest themselves differently in different age groups
Common Traits and Behaviours in Students
with Dyslexia
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Appears bright highly intelligent and articulate but unable to read write or spell at grade level
Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo
Has difficulty sustaining attention seems hyper or daydreamerldquo
Arenrsquot behind enough or bad enough to be helped in the school setting
They may have a high IQ but not test well academically tests well orally but not written
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies
bull They may be easily frustrated and emotional about school reading or testing
bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering
bull Seems to Zone out or daydream often gets lost easily or loses track of time
bull Learns best through hands-on experience demonstrations experimentation observation and visual aids
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
When the teacher has hisher back to students
In a noisy room
When the teacher uses unfamiliar words without visual support
Misunderstanding instructions
Misunderstanding long complex sentences
Screening out unimportant information
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from large r visual fieldWherersquos WaldoCluttered blackboard
3 Types of Dyslexia
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo
Cluttered blackboard = disorientation
3 Types of Dyslexia
7 Patterns of Dyslexia
bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course
deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it
bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls
bull Understanding complex sentences (especially in testing situation)
bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you
need to cancel
Other Difficulties
bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood
bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly
bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo
Other Difficulties
IEPS
ACCOMMODATIONS
MODIFICATIONS
SPECIALIZED TUTORING amp READING PROGRAMS
So What Can Teachers Do to Help Their Students With
Dyslexia
BE AWARE OF THE SIGNS
So What Can Teachers Do to Help Their Students With
Dyslexia
GENERAL
LISTENING DIFFICULTIES
MATH DIFFICULTIES
ORGANIZATIONAL SKILLS
PHYSICAL PROBLEMS
PERFORMANCE DURING TESTS AND EXAMINATIONS
Common Traits and Behaviours in Students
with Dyslexia
bull Most students will exhibit at least 10 or more traits or behaviours
bull Only qualified diagnostician s may test and diagnose dyslexia
bull Signs of dyslexia manifest themselves differently in different age groups
Common Traits and Behaviours in Students
with Dyslexia
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Appears bright highly intelligent and articulate but unable to read write or spell at grade level
Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo
Has difficulty sustaining attention seems hyper or daydreamerldquo
Arenrsquot behind enough or bad enough to be helped in the school setting
They may have a high IQ but not test well academically tests well orally but not written
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies
bull They may be easily frustrated and emotional about school reading or testing
bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering
bull Seems to Zone out or daydream often gets lost easily or loses track of time
bull Learns best through hands-on experience demonstrations experimentation observation and visual aids
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
When the teacher has hisher back to students
In a noisy room
When the teacher uses unfamiliar words without visual support
Misunderstanding instructions
Misunderstanding long complex sentences
Screening out unimportant information
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
Type Example
Dyseidesia (visual dyslexia)
Difficulty with whole word recognition and visual analysis particularly with visual processing
Poor visual memory Relies on spelling and decoding words
phonetically Reading is laborious
Frequent spelling errors Writes rede ready enuf enough
Increased decoding errors Reads log instead of laugh
Difficulty differentiating bw visual patterns recalling things in sequential order telling things apart from larger visual field Wherersquos Waldo
Cluttered blackboard = disorientation
3 Types of Dyslexia
7 Patterns of Dyslexia
bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course
deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it
bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls
bull Understanding complex sentences (especially in testing situation)
bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you
need to cancel
Other Difficulties
bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood
bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly
bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo
Other Difficulties
IEPS
ACCOMMODATIONS
MODIFICATIONS
SPECIALIZED TUTORING amp READING PROGRAMS
So What Can Teachers Do to Help Their Students With
Dyslexia
BE AWARE OF THE SIGNS
So What Can Teachers Do to Help Their Students With
Dyslexia
GENERAL
LISTENING DIFFICULTIES
MATH DIFFICULTIES
ORGANIZATIONAL SKILLS
PHYSICAL PROBLEMS
PERFORMANCE DURING TESTS AND EXAMINATIONS
Common Traits and Behaviours in Students
with Dyslexia
bull Most students will exhibit at least 10 or more traits or behaviours
bull Only qualified diagnostician s may test and diagnose dyslexia
bull Signs of dyslexia manifest themselves differently in different age groups
Common Traits and Behaviours in Students
with Dyslexia
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Appears bright highly intelligent and articulate but unable to read write or spell at grade level
Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo
Has difficulty sustaining attention seems hyper or daydreamerldquo
Arenrsquot behind enough or bad enough to be helped in the school setting
They may have a high IQ but not test well academically tests well orally but not written
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies
bull They may be easily frustrated and emotional about school reading or testing
bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering
bull Seems to Zone out or daydream often gets lost easily or loses track of time
bull Learns best through hands-on experience demonstrations experimentation observation and visual aids
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
When the teacher has hisher back to students
In a noisy room
When the teacher uses unfamiliar words without visual support
Misunderstanding instructions
Misunderstanding long complex sentences
Screening out unimportant information
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
7 Patterns of Dyslexia
bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course
deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it
bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls
bull Understanding complex sentences (especially in testing situation)
bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you
need to cancel
Other Difficulties
bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood
bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly
bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo
Other Difficulties
IEPS
ACCOMMODATIONS
MODIFICATIONS
SPECIALIZED TUTORING amp READING PROGRAMS
So What Can Teachers Do to Help Their Students With
Dyslexia
BE AWARE OF THE SIGNS
So What Can Teachers Do to Help Their Students With
Dyslexia
GENERAL
LISTENING DIFFICULTIES
MATH DIFFICULTIES
ORGANIZATIONAL SKILLS
PHYSICAL PROBLEMS
PERFORMANCE DURING TESTS AND EXAMINATIONS
Common Traits and Behaviours in Students
with Dyslexia
bull Most students will exhibit at least 10 or more traits or behaviours
bull Only qualified diagnostician s may test and diagnose dyslexia
bull Signs of dyslexia manifest themselves differently in different age groups
Common Traits and Behaviours in Students
with Dyslexia
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Appears bright highly intelligent and articulate but unable to read write or spell at grade level
Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo
Has difficulty sustaining attention seems hyper or daydreamerldquo
Arenrsquot behind enough or bad enough to be helped in the school setting
They may have a high IQ but not test well academically tests well orally but not written
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies
bull They may be easily frustrated and emotional about school reading or testing
bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering
bull Seems to Zone out or daydream often gets lost easily or loses track of time
bull Learns best through hands-on experience demonstrations experimentation observation and visual aids
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
When the teacher has hisher back to students
In a noisy room
When the teacher uses unfamiliar words without visual support
Misunderstanding instructions
Misunderstanding long complex sentences
Screening out unimportant information
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
bull Blurring and Distortion of wordsbull Concluding paragraph Essential for structuring and writing an essay is of course
deciding what to say how to go about assessing a particular argument for the purpose of constructing an interpretation of it
bull Th is co urse wil lst riv etoeq pst ud ent swi th bas ic crit ical t hin kingan d es sa ywri ting sk il ls
bull Understanding complex sentences (especially in testing situation)
bull I will meet you for lunch unless you call to cancelbull It would be easier to say I will meet you for lunch Call if you
need to cancel
Other Difficulties
bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood
bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly
bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo
Other Difficulties
IEPS
ACCOMMODATIONS
MODIFICATIONS
SPECIALIZED TUTORING amp READING PROGRAMS
So What Can Teachers Do to Help Their Students With
Dyslexia
BE AWARE OF THE SIGNS
So What Can Teachers Do to Help Their Students With
Dyslexia
GENERAL
LISTENING DIFFICULTIES
MATH DIFFICULTIES
ORGANIZATIONAL SKILLS
PHYSICAL PROBLEMS
PERFORMANCE DURING TESTS AND EXAMINATIONS
Common Traits and Behaviours in Students
with Dyslexia
bull Most students will exhibit at least 10 or more traits or behaviours
bull Only qualified diagnostician s may test and diagnose dyslexia
bull Signs of dyslexia manifest themselves differently in different age groups
Common Traits and Behaviours in Students
with Dyslexia
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Appears bright highly intelligent and articulate but unable to read write or spell at grade level
Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo
Has difficulty sustaining attention seems hyper or daydreamerldquo
Arenrsquot behind enough or bad enough to be helped in the school setting
They may have a high IQ but not test well academically tests well orally but not written
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies
bull They may be easily frustrated and emotional about school reading or testing
bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering
bull Seems to Zone out or daydream often gets lost easily or loses track of time
bull Learns best through hands-on experience demonstrations experimentation observation and visual aids
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
When the teacher has hisher back to students
In a noisy room
When the teacher uses unfamiliar words without visual support
Misunderstanding instructions
Misunderstanding long complex sentences
Screening out unimportant information
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
bull Understanding negative sentencesbull Which one was not therebull What aspect cannot be understood
bull Reading small print below 12-13 pt fontbull Reading poor quality photocopiesbull Reading on white paperbull Confusion with math symbolsbull Reading the teacherrsquos writing if not written very clearly
bull ldquofrac12 ldquocould look like ldquoy2rdquobull ldquoAtrdquo may look like ldquoA+rdquo
Other Difficulties
IEPS
ACCOMMODATIONS
MODIFICATIONS
SPECIALIZED TUTORING amp READING PROGRAMS
So What Can Teachers Do to Help Their Students With
Dyslexia
BE AWARE OF THE SIGNS
So What Can Teachers Do to Help Their Students With
Dyslexia
GENERAL
LISTENING DIFFICULTIES
MATH DIFFICULTIES
ORGANIZATIONAL SKILLS
PHYSICAL PROBLEMS
PERFORMANCE DURING TESTS AND EXAMINATIONS
Common Traits and Behaviours in Students
with Dyslexia
bull Most students will exhibit at least 10 or more traits or behaviours
bull Only qualified diagnostician s may test and diagnose dyslexia
bull Signs of dyslexia manifest themselves differently in different age groups
Common Traits and Behaviours in Students
with Dyslexia
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Appears bright highly intelligent and articulate but unable to read write or spell at grade level
Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo
Has difficulty sustaining attention seems hyper or daydreamerldquo
Arenrsquot behind enough or bad enough to be helped in the school setting
They may have a high IQ but not test well academically tests well orally but not written
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies
bull They may be easily frustrated and emotional about school reading or testing
bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering
bull Seems to Zone out or daydream often gets lost easily or loses track of time
bull Learns best through hands-on experience demonstrations experimentation observation and visual aids
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
When the teacher has hisher back to students
In a noisy room
When the teacher uses unfamiliar words without visual support
Misunderstanding instructions
Misunderstanding long complex sentences
Screening out unimportant information
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
IEPS
ACCOMMODATIONS
MODIFICATIONS
SPECIALIZED TUTORING amp READING PROGRAMS
So What Can Teachers Do to Help Their Students With
Dyslexia
BE AWARE OF THE SIGNS
So What Can Teachers Do to Help Their Students With
Dyslexia
GENERAL
LISTENING DIFFICULTIES
MATH DIFFICULTIES
ORGANIZATIONAL SKILLS
PHYSICAL PROBLEMS
PERFORMANCE DURING TESTS AND EXAMINATIONS
Common Traits and Behaviours in Students
with Dyslexia
bull Most students will exhibit at least 10 or more traits or behaviours
bull Only qualified diagnostician s may test and diagnose dyslexia
bull Signs of dyslexia manifest themselves differently in different age groups
Common Traits and Behaviours in Students
with Dyslexia
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Appears bright highly intelligent and articulate but unable to read write or spell at grade level
Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo
Has difficulty sustaining attention seems hyper or daydreamerldquo
Arenrsquot behind enough or bad enough to be helped in the school setting
They may have a high IQ but not test well academically tests well orally but not written
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies
bull They may be easily frustrated and emotional about school reading or testing
bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering
bull Seems to Zone out or daydream often gets lost easily or loses track of time
bull Learns best through hands-on experience demonstrations experimentation observation and visual aids
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
When the teacher has hisher back to students
In a noisy room
When the teacher uses unfamiliar words without visual support
Misunderstanding instructions
Misunderstanding long complex sentences
Screening out unimportant information
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
BE AWARE OF THE SIGNS
So What Can Teachers Do to Help Their Students With
Dyslexia
GENERAL
LISTENING DIFFICULTIES
MATH DIFFICULTIES
ORGANIZATIONAL SKILLS
PHYSICAL PROBLEMS
PERFORMANCE DURING TESTS AND EXAMINATIONS
Common Traits and Behaviours in Students
with Dyslexia
bull Most students will exhibit at least 10 or more traits or behaviours
bull Only qualified diagnostician s may test and diagnose dyslexia
bull Signs of dyslexia manifest themselves differently in different age groups
Common Traits and Behaviours in Students
with Dyslexia
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Appears bright highly intelligent and articulate but unable to read write or spell at grade level
Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo
Has difficulty sustaining attention seems hyper or daydreamerldquo
Arenrsquot behind enough or bad enough to be helped in the school setting
They may have a high IQ but not test well academically tests well orally but not written
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies
bull They may be easily frustrated and emotional about school reading or testing
bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering
bull Seems to Zone out or daydream often gets lost easily or loses track of time
bull Learns best through hands-on experience demonstrations experimentation observation and visual aids
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
When the teacher has hisher back to students
In a noisy room
When the teacher uses unfamiliar words without visual support
Misunderstanding instructions
Misunderstanding long complex sentences
Screening out unimportant information
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
GENERAL
LISTENING DIFFICULTIES
MATH DIFFICULTIES
ORGANIZATIONAL SKILLS
PHYSICAL PROBLEMS
PERFORMANCE DURING TESTS AND EXAMINATIONS
Common Traits and Behaviours in Students
with Dyslexia
bull Most students will exhibit at least 10 or more traits or behaviours
bull Only qualified diagnostician s may test and diagnose dyslexia
bull Signs of dyslexia manifest themselves differently in different age groups
Common Traits and Behaviours in Students
with Dyslexia
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Appears bright highly intelligent and articulate but unable to read write or spell at grade level
Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo
Has difficulty sustaining attention seems hyper or daydreamerldquo
Arenrsquot behind enough or bad enough to be helped in the school setting
They may have a high IQ but not test well academically tests well orally but not written
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies
bull They may be easily frustrated and emotional about school reading or testing
bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering
bull Seems to Zone out or daydream often gets lost easily or loses track of time
bull Learns best through hands-on experience demonstrations experimentation observation and visual aids
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
When the teacher has hisher back to students
In a noisy room
When the teacher uses unfamiliar words without visual support
Misunderstanding instructions
Misunderstanding long complex sentences
Screening out unimportant information
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
bull Most students will exhibit at least 10 or more traits or behaviours
bull Only qualified diagnostician s may test and diagnose dyslexia
bull Signs of dyslexia manifest themselves differently in different age groups
Common Traits and Behaviours in Students
with Dyslexia
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Appears bright highly intelligent and articulate but unable to read write or spell at grade level
Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo
Has difficulty sustaining attention seems hyper or daydreamerldquo
Arenrsquot behind enough or bad enough to be helped in the school setting
They may have a high IQ but not test well academically tests well orally but not written
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies
bull They may be easily frustrated and emotional about school reading or testing
bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering
bull Seems to Zone out or daydream often gets lost easily or loses track of time
bull Learns best through hands-on experience demonstrations experimentation observation and visual aids
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
When the teacher has hisher back to students
In a noisy room
When the teacher uses unfamiliar words without visual support
Misunderstanding instructions
Misunderstanding long complex sentences
Screening out unimportant information
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Appears bright highly intelligent and articulate but unable to read write or spell at grade level
Labelled lazy dumb careless immature not trying hard enough or behaviour problemldquo
Has difficulty sustaining attention seems hyper or daydreamerldquo
Arenrsquot behind enough or bad enough to be helped in the school setting
They may have a high IQ but not test well academically tests well orally but not written
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies
bull They may be easily frustrated and emotional about school reading or testing
bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering
bull Seems to Zone out or daydream often gets lost easily or loses track of time
bull Learns best through hands-on experience demonstrations experimentation observation and visual aids
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
When the teacher has hisher back to students
In a noisy room
When the teacher uses unfamiliar words without visual support
Misunderstanding instructions
Misunderstanding long complex sentences
Screening out unimportant information
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
bull Feels dumb has poor self-esteem hides or covers up their weaknesses with compensatory strategies
bull They may be easily frustrated and emotional about school reading or testing
bull Talented in art drama music sports mechanics story-telling sales business designing building or engineering
bull Seems to Zone out or daydream often gets lost easily or loses track of time
bull Learns best through hands-on experience demonstrations experimentation observation and visual aids
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
When the teacher has hisher back to students
In a noisy room
When the teacher uses unfamiliar words without visual support
Misunderstanding instructions
Misunderstanding long complex sentences
Screening out unimportant information
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
When the teacher has hisher back to students
In a noisy room
When the teacher uses unfamiliar words without visual support
Misunderstanding instructions
Misunderstanding long complex sentences
Screening out unimportant information
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Memorizing multiplication tables
Reversing numbers
Losing place in long division
Difficulty with word problems because of poor reading skills
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Forgetting assignments andor appointments
Forgetting books at home or at school
Losing papers
Miscalculating the time needed for tasks
Getting lost in an unfamiliar building (sometimes in a familiar building as well)
Getting mixed up between left-right west-east up-down
Difficulty telling the time ( if using a clock with hands)
Messy desk
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Migraine headache caused by fluorescent lighting or weather
Inability to concentrate under particular weather conditions
Extreme stress during testing situations
Unexplained days of total fatigue
A feeling of being overwhelmed when a large amount of writing is required
Circulation problems affecting the ability to sit still for a long period of time
Sensitivity to some sounds such as speaker phone hand clapping in a theater etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Motion sickness caused by verticalhorizontal blinds in a room
Visual disturbance caused by strong contrast (a teacher in a checkeredstriped shirt)
Sensitivity to perfumes strong deodorant or chemicals
Physical pain in wrist and hands in producing written work
Motion sickness affecting the ability to use elevators escalators driving etc
Auditory problems in the presence of background noise (someone tapping a pencil on the desk or a noise from an adjacent room etc)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Discrepancy between knowledge of subject matter and performance on tests
Slow reading rate increased by blurring of words (words may jump all over the page or totally disappear)
Stress affecting memory for simple known words (eg forgetting what the word lsquodivisionrsquo or lsquomultiplyrsquo means)
Inability to produce written work on the spot
Writing in the wrong column of the multiple choice type questions (the columns can switch back and forth and then the student writes the wrong answer)
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
General
Listening difficulties
Math difficulties
Organization skills
Physical problems
Performance during tests and exams
Inability to write in a room with fluorescent lighting (causes words on the page to move)
Slow reading makes understanding lsquotrickrsquo questions next to impossible
Does not ldquoseerdquo non-image words such as at after last etc
Substituting a word not picked up by the spellchecker
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
What Else Can Teachers Do To Help Their Students With
Dyslexia
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
What Teachers Can Do
Understand that children with dyslexia experience many setbacks both academically and emotionally
Be aware of the fact that high rates of co-morbidity between dyslexia and ADHD have been observed and many researchers have theorised that this is possibly caused by the fact that dyslexia makes it so hard for students to keep up with class that they end up behind unable to follow along and consequently distracted and possibly disruptive
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
What Teachers Can Do
Finally
Be aware of the following list of accommodations and modifications that can be made on behalf of students with dyslexia to help make their learning easier and increase their chances of success in the classroom
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
Accommodations Materials amp Teaching
Use explicit teaching procedures
Use step-by-step instructions
Provide graphic organizers
Write legibly on the board or on the studentrsquos papers
Avoid cluttered text blackboard
Clarify or simplify written directions
Keep written instructions short and precise
Provide student with oral instructions
Use mnemonic instruction
Avoid complex language
Highlight essential information in handouts and the blackboard
What Teachers Can Do
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
Accommodations Materials amp Teaching
Simultaneously combine verbal and visual information
Use a type face which is easier to read (ask the student)
Permit tape recoding or make typewritten notes available
Allow students to tape record responses to class assignments
Provide additional practice activities
Provide a content glossary
Develop reading guidesUse coloured paperAvoid vertical andor
horizontal blinds in the viewing range of the student
Try to avoid fluorescent lighting
Maintain predictable daily routines
What Teachers Can Do
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
Accommodations Materials amp Teaching
Reinforcing students for class participation
Repeat directions
Emphasize daily Review
What Teachers Can Do
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
Accommodations Test-Taking
What Teachers Can Do
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
Accommodations Test-Taking
Reading level should be 2 years below grade level
Give extra time to complete the examination
Allow a scribereader knowledgeable on the subject matter to read write the exam
Allow use of a computer
Use coloured paper
Provide a private exam room without fluorescent lights
Allow a short lsquohealth breakrsquo
Accept poor grammar and spelling mistakes
avoid trick questions in multiple choice exams
Underline key words such as at after not etc on tests
What Teachers Can Do
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
Accommodations Test-Taking
Avoid asking questions which contain double negatives
Underline the key word in negative questions such as Which country is not in South America
Do not hesitate to clarify a particular exam question
Use fill-in-the-blank match up type tests instead of long essays
Provide dyslexic student with a choice of the test format more suited to hisher type of dyslexia such as multiple choice-type questions oral presentations or fill-in-the-blank-type questions
What Teachers Can Do
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
ModificationsAssignments Tests and the Curriculum
Utilize specialized curriculum
Allow use of calculators and computers
Modify weight of exams
Oral testing
Modify homework Lower reading level
of assignmentAdjust length of
assignment Avoid penalizing for
spelling errors
What Teachers Can Do
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
CASE STUDY
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
bull Amy is 10 years old and in grade 4
bull She is friendly sociable and very bright and her favourite subjects are art gym and science
bull Amy has demonstrated so much potential in her ability to learn new things and generate great ideas She loves to participate in classroom discussions and always makes insightful contributions
bull Lately however her behaviour and motivation to do well in class has begun to deteriorate and she is quickly falling behind
bull Amy has consistently been reading and writing below grade level since kindergarten ndash this year she is reading writing and spelling at a grade 1 level
bull She never finishes her work on time and reading for her is very laborous
bull Despite constant reminders and (failed) spelling tests she frequently misreads words that sound or look similar to what is actually on the page
CASE STUDY
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
bull Amy also confuses similar looking letters when she writes like ldquomrdquo with ldquonrdquo and ldquodrdquo with ldquobrdquo She once wrote that ldquoI was afrab of the dig drown bogrdquo
bull During reading activities teachers constantly tell her to read more carefully and to take more time with her writing
bull Recently however Amy has confessed that letters to her ldquojust donrsquot make senserdquo they just float in front of her eyes meaningless
bull Amy frequently fails to finish her work on time as well One day at recess they found Amy crying in a stairwell because she had just been reprimanded for never finishing her work on time She admitted that she had no choice because the only way she can follow along with what was being done in class (if it involved reading) was if she would wait to watch and see and hear what the other children were doing
bull Because of her reading problem Amy is quickly falling behind in class and this is causing her to lose out on opportunities to participate as much as she would like
CASE STUDY
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
bull She used to work extra hard with her family and her teachers after school to catch up on work that she fell behind in and this left her with little time to relax and play
bull Often Amy her family and her teachers would end up frustrated by her slow progress
bull Her teacher had suspicions of a particular reading disability but until now her parents had been hesitant to have her tested They did not want her labelled and they thought that she could over-come her difficulties with just a little more effort and time
bull They also didnrsquot want her treated any differently than the rest of the students in the class
CASE STUDY
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
bull Today Amyrsquos parents have chanced their mind because -
bull Despite all of her efforts as the school years have progressed and as the work has become more and more advanced Amy is simply not making the kind of progress that she should
bull Her passion for learning has actually started to decline and she is becoming resentful at how hard she has to work compared to everyone else
bull Moreover she has also begun to lose confidence in her self and her cognitive abilities making her academically and socially withdrawn within the classroom setting
bull Finally Amy has also begun to pay less attention in class becoming disruptive if she doesnrsquot understand something and getting up from her seat whenever she wants
CASE STUDY
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
bull When Amyrsquos parents get back with her from testing
bull What sort of exceptionality if any would you think Amy might have
bull What sort of things can Amyrsquos teachers do to help her succeed better in class and regain her confidence in her ability to learn just like everyone else
CASE STUDY
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
Side Note
Famous People with Dyslexia (1)
Famous People with Dyslexia (2)
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
Resources
Scholarly Articles
Gillberg C (2003) Deficits in attention motor control and perception a brief review Archives of Disease in Childhood 88(10) 904 Retrieved from Academic Search Complete database
Lyon G Shaywitz S amp Shaywitz B (2003) A Definition of Dyslexia Annals of Dyslexia 531-14 Retrieved from Academic Search Complete database
Pennington B (2003) Understanding the Comorbidity of Dyslexia Annals of Dyslexia 5315-22 Retrieved from Academic Search Complete database
Shaywitz S Morris R amp Shaywitz B (2008) The Education of Dyslexic Children from Childhood to Young Adulthood Annual Review of Psychology 59(1) 451-475 doi101146annurevpsych59103006093633
Thomson M (1999) Subtypes of dyslexia a teaching artefact This paper is based on the first Tim Miles lecture given at Bangor 16 May 1996 Dyslexia (10769242) 5(3) 127-137 Retrieved from Academic Search Complete database
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
Resources
Periodicals
Shaywitz S (1996) Dyslexia Scientific American 275(5) 98 Retrieved from Academic Search Complete database
Books
Pierangelo R amp Giuliani G A (2006) Learning disabilities a practical approach to foundations assessment diagnosis and teaching Boston MA PearsonAllyn and Bacon
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
Resources
WebsitesPage 1
Davis R D (1992) 37 common characteristics of dyslexia Retrieved from httpwwwdyslexiacomlibrarysymptomshtm
International Dyslexia Organization (2004) Social and emotional problems related to dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadSocial_and_Emotion_Problems_Related_to_Dyslexiapdf
International Dyslexia Organization (2008) Attention-deficithyperactivity disorder (ADHD) and dyslexia Retrieved from httpwwwinterdysorgewebeditpro5uploadADHD_and_Dyslexia_Fact_Sheet_4-17-08pdf
International Dyslexia Organization (2008) Dyslexia basics Retrieved from httpwwwinterdysorgewebeditpro5uploadBasics_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2008) Is my Child dyslexic Retrieved from httpwwwinterdysorgewebeditpro5uploadIs_My_Child_Dyslexic_9-12--8pdf
International Dyslexia Organization (2009) Multisensory structured language teaching Retrieved from httpwwwinterdysorgewebeditpro5uploadMultisensory_Structured_Language_Teaching_Fact_Sheet_11-03-08pdf
International Dyslexia Organization (2008) Spelling Retrieved from httpwwwinterdysorgewebeditpro5uploadSpelling_Fact_Sheet_5-08-08pdf
International Dyslexia Organization (2009) Testing and evaluation Retrieved from httpwwwinterdysorgewebeditpro5uploadTesting_and_Evaluation_Fact_Sheet_12-08pdf
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-
Resources
WebsitesPage 2
International Dyslexia Organization (2009) Understanding dysgraphia Retrieved from httpwwwinterdysorgewebeditpro5uploadUnderstanding_Dysgraphia_Fact_Sheet_12-01-08pdf
Brazeau-Ward L (2005) Irsquom confused is it dyslexia or is it learning disability Retrieved from httpwwwdyslexiaassociationcaenglishfilesconfused20is20it20dyslexiapdf
Brazeau-Ward L (2005) The SMT method A multisensory teaching method for students with dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
Brazeau-Ward L (2005) University and dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilesuniversityanddyslexiapdf
Brazeau-Ward L (nd) Specific developmental dyslexia Retrieved from httpwwwdyslexiaassociationcaenglishfilessmtpdf
McMains M (2008) Dyslexia Retrieved from httpwwwvisionandlearningorgdyslexia08html
Region 10 Education Service Center (nd) Accommodationsmodifications Retrieved from httpwwwregion10orgDyslexiaDyslexia-AccommModifhtml
Tennessee Branch of the International Dyslexia Association (nd) Resource directory Retrieved from httpwwwtnidaorgdocs06_resource_dir-2pdf
- Dyslexia
- Quick Facts
- Quick Facts (2)
- So What is Dyslexia
- Slide 5
- Slide 6
- Slide 7
- A Precise Definition
- Slide 9
- 1 is a specific learning disability that is neurobiological in
- 1 is a specific learning disability that is neurobiological in (2)
- 2 Difficulties associated with Dyslexia typically result from
- 2 Difficulties associated with Dyslexia typically result from (2)
- 3 Dyslexia is characterized by difficulties with accurate and
- 3 Dyslexia is characterized by difficulties with accurate and (2)
- 3 Dyslexia is characterized by difficulties with accurate and (3)
- 3 Dyslexia is characterized by difficulties with accurate and (4)
- 4 The phonological deficits that Dyslexics face are often unex
- 4 The phonological deficits that Dyslexics face are often unex (2)
- 4 The phonological deficits that Dyslexics face are often unex (3)
- 5 Secondary consequences of Dyslexia may include problems in r
- 3 Types of Dyslexia
- 3 Types of Dyslexia (2)
- 3 Types of Dyslexia (3)
- 3 Types of Dyslexia (4)
- 3 Types of Dyslexia (5)
- 3 Types of Dyslexia (6)
- 3 Types of Dyslexia (7)
- 3 Types of Dyslexia (8)
- Reader without Dysphonesia
- Brain Comparison
- Brain without Dysphonesia
- 3 Types of Dyslexia (9)
- Reader with Dysphonesia
- Brain with Dysphonesia
- 3 Types of Dyslexia (10)
- 3 Types of Dyslexia (11)
- 3 Types of Dyslexia (12)
- 3 Types of Dyslexia (13)
- 3 Types of Dyslexia (14)
- 3 Types of Dyslexia (15)
- 3 Types of Dyslexia (16)
- 3 Types of Dyslexia (17)
- 3 Types of Dyslexia (18)
- 3 Types of Dyslexia (19)
- 3 Types of Dyslexia (20)
- 7 Patterns of Dyslexia
- Other Difficulties
- Other Difficulties (2)
- So What Can Teachers Do to Help Their Students With Dyslexia
- So What Can Teachers Do to Help Their Students With Dyslexia (2)
- Common Traits and Behaviours in Students with Dyslexia
- Common Traits and Behaviours in Students with Dyslexia (2)
- Slide 54
- Slide 55
- Slide 56
- Slide 57
- Slide 58
- Slide 59
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- What Else Can Teachers Do To Help Their Students With Dyslexia
- What Teachers Can Do
- What Teachers Can Do (2)
- What Teachers Can Do (3)
- What Teachers Can Do (4)
- What Teachers Can Do (5)
- What Teachers Can Do (6)
- What Teachers Can Do (7)
- What Teachers Can Do (8)
- What Teachers Can Do (9)
- CASE STUDY
- CASE STUDY (2)
- CASE STUDY (3)
- CASE STUDY (4)
- CASE STUDY (5)
- CASE STUDY (6)
- Side Note
- Resources
- Resources (2)
- Resources (3)
- Resources (4)
-