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 THE NEXT 85Common characteristics of dyslexia

Learner profiles

Identifying dyslexiaPractices and resources

Choice:

Our experiences

Look at Dyslexia Report

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QuizWhat % of 

population has adegree of dyslexia?

Define dyslexia

15-20%

DYSLEXIA

DYS = difficulty with

LEXIS = language

Oral speech

Auditory processing

Reading

Written expression

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International Dyslexia Associationdefines dyslexia as:

q A neurologically-based, often familial

disorder that interferes with theacquisition and processing of language.

q Varying in degrees of severity, (frommild to profound) dyslexia causesdifficulty in receptive and expressivelanguage.

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 The Reading Brain

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Could It Be Dyslexia?Classic Warning Signs

(Consider a student you have concernsabout)• Strong Cognitive Skills• Speech Issues• Difficulty Memorizing• Odd Reading• Terrible Spelling• Weak Handwriting•

 Typical Reading Errors•

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Phonemic Awareness“Phonemic Awareness is the core and

CAUSAL factor that separates normal readersfrom disabled readers.”

G. Reid Lyon

Chief of the Child Development and Behavior BranchNational Institute of Health, USA

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Impact onStudentLearning

• Sequencing

•

Processing speed•

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What does it look like in alearner?

StudentA

•2nd Grade Boy•

Mother tongue – English•Loves to talk but not in class•Resists reading and writing

• Penmanship/spelling:slow & errorseverywhere

•Has significant interests intechnology and building•Always appears unhappy (atschool)

Student B

•9th grade boy•Mother tongue: Japanese

• ESL student – 3 years• Rarely spoke in English

•Can be classroom behaviorproblem• Thought to have limited ability•Math – strong•Resistant writer• Terrible spelling and handwriting

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IDENTIFYING DYSLEXIA

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Outside Identification

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IN

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What toinclude ina screener:

•

Visionscreening

• Oral

readinginventory• Writing

Sampleanal zed

•  

Screenin

g ToolBox

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Decision:Continue Testing

 TestingIncludes:• All of the

screeninginformation

• Cognitiveabilities test:optional

 – BVAT – Woodcock Johnson Brief 

 – Non-verbal

test (CTONI)

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• Informal Testing Instructions

Sound to Symbol

 •

Provide the child with paperappropriate for their age and a pencilwith no eraser.

•

 Ask the child to write their first,middle (for older students) and last name at the top

 – Writing their name is something thatshould be automatic. Note the effort it

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So he’sdyslexic -

What’sNext?

• Awareness

• Parents

•

Student•  Teachers

•Accommodate

•Remediate

• Researched based:

• Multi-sensory, Orton-Gillingham

• Time intensive

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 Time to choose…

• Discussion: – Your experiences – What are you seeing? – How are you dealing with it?

• Look at a Report

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• EDUCATIONAL EVALUATION REPORT• INTERNATIONAL SCHOOL MANILA•

(Confidential)•  • Student: XXX•

Date of Birth: September 18, 2003• Date of Evaluation: November 14-15

2011•

Age: 8 years 2 months• Evaluated By: Susan Piper• Educational Diagnostician• Grade: 2 4