DYSLEXIASherise Koneferenisi

National University - SPD 608

1.30.13

Mary Worth

MEANING OF DYSLEXIA?

The Greek origin

combines ‘dys’ & ‘lexia’ meaning an absence of language

Lexia: language

Dys:

absence

RESEARCH DEFINITION OF DYSLEXIA

According to the International Dyslexia Association and the National Institute of Child Health and Human Development,

Dyslexia is defined as: a specific learning disability that is

neurobiological in origin characterized by difficulties with accurate

and/or fluent word recognition poor spelling and decoding abilities

these difficulties typically result from a deficit in the phonological component of language

HISTORY OF DYSLEXIA

1878“word

blindness”

Adolph Kussmaul (German neurologist) considered adults with

reading problems & neurological

impairment to have “word blindness”

1887“dyslexia”

Rudolf Berlin (German opthalmologist) was

the 1st to use the term “dyslexia”

1925“strephosymboli

a”

Dr. Orton (American neurologist) 1st to

recognize that children with reading difficulties often reversed letters,

called “strephosymbolia”

HISTORY OF DYSLEXIA (CONTINUED)

1900’s“developmental

alexia”

Dr. Orton also introduced the term

“developmental alexia” to describe children

with reading difficulties

1930’s“dyslexia”

The term “dyslexia” became a more

common term used in literature

Mid1900’s

Children with literacy difficulties began to be considered under the

jurisdiction of educational &

psychological research

DYSLEXIA: A HIDDEN DISABILITY Click on the icon on the left to be directed to a short informational documentary.The documentary includes both adults and children with the dyslexia and the difficulties that they face.

CAUSAL FACTORS Although medicine continues to play a

prominent role in research, showing that the causes of dyslexia lie within biology and neurology, its treatment will most likely continue to be in the field of education.

In the 21st century, dyslexia is officially recognized & has become a topic of research for both education & medicine.

The professions of medicine & psychology are seen now collaborating in significant research into the origins & management of dyslexia.

INCIDENCE IN THE POPULATION

According to the International Dyslexia Association (IDA) : Estimated that 15–20% of

the general population experiences one or more symptoms of dyslexia

Based on a 2010 study: 80% of children identified as

learning disabled These children have primary

deficits in the area of reading and related language functions

EDUCATIONAL IMPLICATIONS Students with dyslexia:

Experience difficulties in reading and further language functions

Demonstrate lower reading skills, which will result in poor comprehension

May need more time and assistance than others when reading

May have lower self-esteem

May exhibit more emotional and behavioral difficulties

INTERVENTIONSRECOMMENDED FOR DYSLEXIA Accommodation, Modification &

Differentitation Strategies include:Use less difficult and lengthy words with written

instruction Lessen the amount of items that students are

expected to learn or completeProvide ample time for students to read content Increase the amount of reading

instruction/directions aloud to studentsOccasionally substitute pictures/graphics for

wordsAllow students to voice their responses rather

than write them

ROLE OF GENERAL EDUCATION TEACHER

ADDRESS THE CHALLENGES OF

THE STUDENT

USE SCIENTIFIC RESEARCH-BASED

TEACHING STRATEGIES

BE PATIENT WHEN TEACHIING & BE AVAILABLE TO

OFFER ASSISTANCE WHEN NEEDED

HELP THE STUDENT’S PEERS & PARENTS BETTER UNDERSTAND THE

STUDENT’S DIFFERENCES

PROVIDE HELPFUL LEARNING

STRATEGIES FOR THE STUDENT’S

PARENTS TO PRACTICE WITH THE STUDENT

PROVIDE MORE EFFECTIVE LEARNING

STRATEGIES FOR THE STUDENT

ADDITIONAL INFORMATION

Info & Support

•The International Dyslexia Association•http://w

ww.interdys.org/

•Davis Dyslexia Association International•http://w

ww.dyslexia.com/

For PARENTS

•Smart Kids with Learning Disabilities•http://w

ww.smartkidswithld.org/parents-community/parent-to-parent/can-a-support-group-for-parents-of-kids-with-learning-disabilities-help-you

For TEACHERS

•National Center for Learning Disabilities•http://www.

ncld.org/types-learning-disabilities/dyslexia/what-is-dyslexia

•Reading Rockets: Teaching Kids to Read & Helping Those Who Struggle•http://www.

readingrockets.org/helping/questions/dyslexia/

REFLECTION Culbertson (2012) discusses misconceptions of dyslexia and

claims that, “Professional development in the area of dyslexia can help educators understand dyslexia is a problem with reading and not of intelligence” (p. 4). Based on Culbertson’s discussion, I think it is important that teachers take the initiative to learn about dyslexia as a disability and gain as much knowledge on effective teaching strategies for students with dyslexia. Therefore, misconceptions about dyslexia can be avoided and dyslexic student’s problems can be better assisted or prevented.

Washburn et al. (2011) conducted studies that “…clearly support the common misconception that the core deficit in dyslexia is visual rather than phonological” (p. 180). It is essential that teachers use research-based teaching strategies rather than use faulty strategies that are based on misconceptions. For that reason, Washburn et al. (2011) demonstrate the benefits of teachers furthering their own education and knowledge by learning more about basic language concepts. By teachers being more aware of concepts such as phonology and morphology, they will be more prepared for effective instruction of reading.

REFERENCES Culbertson, D. (2012). Uncovering the many misconceptions of

dyslexia. CEDER Yearbook, 51-65. Retrieved from http://ehis.ebscohost.com.ezproxy.nu.edu/eds/pdfviewer/pdfviewer?sid=bb03c131-7746-42ad-94bf-10b3f0baa070%40sessionmgr113&vid=1&hid=103

Kirby, J., Silvestri, R., Allingham, B., Parrila, R., & La Fave, C. (2008). Learning strategies and study approaches of postsecondary students with dyslexia. Journal Of Learning Disabilities, 41(1), 85-96. Retrieved from http://ehis.ebscohost.com.ezproxy.nu.edu/eds/pdfviewer/pdfviewer?sid=0406af74-de92-494f-a029-fa611dfab511%40sessionmgr110&vid=4&hid=121

Klein, R. M., & McMullen, P. A. (1999). Converging methods for understanding reading and dyslexia / edited by Raymond M. Klein and Patricia McMullen. Cambridge, Mass. : MIT Press, c1999.

Lawrence, D. (2009). Understanding dyslexia: a guide for teachers and parents. Maidenhead: Open University Press. Retrieved from http://mcgraw-hill.co.uk/openup/chapters/9780335235940.pdf

REFERENCES Smith, T. E., Polloway, E. A., Patton, J. R., & Dowdy, C. A. (2012).

Teaching students with special needs in inclusive settings (6th ed.). Upper Saddle River, NJ: Pearson Education.

Terras, M. M., Thompson, L. C., & Minnis, H. (2009). Dyslexia and psycho-social functioning: an exploratory study of the role of self-esteem and understanding. 15(4), 304-327. Retrieved from http://ehis.ebscohost.com.ezproxy.nu.edu/eds/pdfviewer/pdfviewer?sid=86a5434d-b2fa-4d0b-b07b-6e76b493b6fc%40sessionmgr114&vid=2&hid=121

Washburn, E. K., Joshi, R., & Binks-Cantrell, E. S. (2011). Teacher knowledge of basic language concepts and dyslexia. 17(2), 165-183. Retrieved from http://ehis.ebscohost.com.ezproxy.nu.edu/eds/pdfviewer/pdfviewer?sid=d2437b4f-6737-441d-bec7-c29053ea00a3%40sessionmgr111&vid=5&hid=5

(2011, April 16). Dyslexia: A Hidden Disability. Retrieved from http://www.youtube.com/watch?v=8m1fCz3ohMw