Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... ·...
Transcript of Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... ·...
![Page 1: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/1.jpg)
Mary Murray Stowe, M.Ed.
TTAC at the College of William and Mary
And the Virginia Department of Education
(AIM VA November 2015 and AIM VA September 2015http://tinyurl.com/p5quddp )
( VCASE May 2015 http://tinyurl.com/n85ec97 )
http://ttacwm.blogs.wm.edu/dyslexia-insights-and-current-understandings/
Dyslexia: Insights and Current Understandings
![Page 2: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/2.jpg)
HB-842http://lis.virginia.gov/cgi-bin/legp604.exe?161+ful+CHAP0649
![Page 3: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/3.jpg)
Dyslexia in Virginia
• Online learning experiences to meet the criteria of HB842
Tier One – will meet the guidelines laid out within the code
Tier Two – will provide more indepth information regarding dyslexia
• Frequently Asked Questions document as a supplement to the SLD Guidance Document, Virginia’s Guidelines for Educating Students with Specific Learning Disabilities; http://www.doe.virginia.gov/special_ed/disabilities/learning_disability/learning_disabilities_guidelines.pdf
• Provide competencies for higher education for teacher training programs
![Page 4: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/4.jpg)
HB 2395 (from Appropriations with an amendment) and SB1516 (from Educ and House to Senate with accepted with
amendment to third reading) http://lis.Virginia.gov `
![Page 5: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/5.jpg)
Multisensory Structured Language Instruction Pilot Projects I, TA x 2, II, III
http://www.doe.virginia.gov/administrators/superintendents_memos/2016/056-16.shtml
Trained almost 250 teachers in 96 divisions through the first and targeted assistance cohorts in 2015 – 2017 to date (in the works are two additional cohorts of teachers through VDOE)
TTAC WM resource: Multisensory Structured Language Instruction Lesson Plan
https://forms.wm.edu/form/view/16218/dd33e2985a7951bae843f249e3dddd76
![Page 6: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/6.jpg)
Guidance: IDA, VA Administrative Code,
OSERS, and OCR
![Page 7: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/7.jpg)
7
Dyslexia is a specific learning disability that is
neurobiological in origin. It is characterized by
difficulties with accurate and / or fluent word
recognition and by poor spelling and decoding
abilities.
Adopted by the IDA Board of Directors, Nov. 12, 2002. This definition is also used by the
National Institute of Child Health and Human Development (NICHD) and is in the
Virginia and Federal Regulations.
![Page 8: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/8.jpg)
8
These difficulties typically result from a deficit in
the phonological component of language that is
often unexpected in relation to other cognitive
abilities and the provision of effective classroom
instruction. Secondary consequences may include
problems in reading comprehension and reduced
reading experience that can impede growth of
vocabulary and background knowledge.
![Page 9: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/9.jpg)
Dyslexia also within the Virginia Code: (1 of 2)
8VAC20-81-10. Definitions…
"Specific learning disability" means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
From the Virginia Administrative Code: http://leg1.state.va.us/cgi-bin/legp504.exe?000+reg+8VAC20-81-10
![Page 10: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/10.jpg)
(2 of 2) Dyslexia is distinguished from other learning disabilities due to its weakness occurring at the phonological level. Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.
(§ 22.1-213 of the Code of Virginia; 34 CFR 300.8(c)(10))
![Page 11: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/11.jpg)
Guidance from OSERS
![Page 12: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/12.jpg)
From the definition within the Virginia Administrative Code:
What are the key take aways from the definition, other than the characteristics and secondary consequences?
Neurobiological in origin
deficit in the phonological component of language
unexpected
![Page 13: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/13.jpg)
13
![Page 14: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/14.jpg)
Gabrieli, 2015
![Page 15: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/15.jpg)
Gabrieli, 2015
![Page 16: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/16.jpg)
Possible symptoms of poor phonological working memory:
Not able to accomplish multiple steps
Forget all sounds in sound blending
Not able to identify discrete sounds within a word or segments of a word, phrase, or sentence
Loses track of the story
Cannot remember phone numbers
Cannot remember sounds within multisyllabic words Moats, 2009
![Page 17: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/17.jpg)
“unexpected”
….unexpected in relation to other cognitive abilities and the provision of effective classroom instruction…
Students with phonological processing issues may not be dyslexic. The issue must be unexpected in relation to other skills. Requirements for the identification for SLD do not include and are not a result of intellectual challenges, a hearing issue, low SES, inadequate instruction, and so on….
![Page 18: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/18.jpg)
Prevalence
![Page 19: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/19.jpg)
Prevalence of a Specific Learning Disability:
SLD is the highest incidence of students receiving special education services (42% of the 5.7 million school-age children with all kinds of disabilities.
There are 2.4 million American publicschools students (approximately 5 % of the total public school enrollment)identified with SLD under IDEA.
75 to 80% of special education students identified as LD have their basic deficits in language and reading (National Institutes of Health)http://ldaamerica.org/support/new-to-ld/
State of LD, 2014
![Page 20: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/20.jpg)
Depending on the definition used, 5% to 10% (20%) of the population is considered to have dyslexia; however, because of the nature of the definitional issues…an estimate of prevalence is specific to a particular sample and to the definition used in a study.
(Siegel, 2006)
![Page 21: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/21.jpg)
Prevalence and DefinitionsEstimates range from 5 to 20%
The Shaywitz from Yale Center on Dyslexia and Creativity report 5 to 17%
Moats and Dakin, 2012 report 15 to 20% of population has
characteristics through an IDA Fact Sheet
Mayo Clinic through an Epidemiological (incidence of) Study,
Rochester, Minnesota reports 11%
Maryanne Wolf reports 10% during a 2015 Presentation in Fairfax Co.
![Page 22: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/22.jpg)
Assessment
![Page 23: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/23.jpg)
Study for Dyslexia Screener for Kindergartners: (Please read this study)
http://leg2.state.va.us/dls/h&sdocs.nsf/fc86c2b17a1cf388852570f9006f1299/cbf35e67f28c8b328525773f005a73e6/$FILE/SD4.pdf
The study results indicated that PALS is reliable and valid instrument, sufficient to identify a reading challenge. A rapid naming component (RAN) was suggested as a possible enhancement as well as a mid-year screening.
…the IDA states that a screening tool developed by researchers for the purpose of locating those students who are “at risk” for reading difficulty should be utilized and preventive intervention should begin immediately.
If you suspect a reading challenge from the PALS’ results, additional testing may be done to provide appropriate interventions.
If you suspect a disability from the results of the PALS screener, the student should be referred for evaluation.
![Page 24: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/24.jpg)
![Page 25: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/25.jpg)
Subtests of the PALS Screeners Phonology Impaired performance on phonemic tasks:
- Deletion (say “split” without the “p”) - Matching (do “bat” and “let” end with
the same sound?) - Blending (what is the word when you
combine the sounds, “b”, “a”, ad “t”?) May exhibit residual deficits on other phonological measures (e.g., letter names, sounds)
PALS‐K is a measure of children’s knowledge of several important literacy fundamentals including the following:
Phonological Awareness
o Rhyme Awareness o Beginning Sound Awareness
Alphabet Knowledge/Lower‐case recognition
Letter‐Sound Knowledge
Concept of Word ‐‐ (a) accurately usewords in a
memorized rhyme, (b) use context to identify individual words within a given line of text, and (c) identify words presented outside of the text.
Word Recognition in Isolation (optional)
Reading aloud Performance is slow, dysfluent, error-prone
- Particular difficulty with irregularly pronounced words (said, once, give)
- In shallower orthographies, pronunciations are accurate but slow
- Errors often based on incorrectly guessing word from initial letter and context
Poor at sounding out pseudowords (nust, mave, trask)
PALS 1‐3 measures the following:
Spelling
Word Recognition
Oral Reading Accuracy
Fluency & Rate
Comprehension
Alphabet Recognition
Letter Sounds
Concept of Word
Blending
Sound‐to‐Letter
Processing speed Slow at naming familiar digits, colors, objects (RAN – Rapid Automatized Naming task) Difficulty reading words fluently, not just accurately
Orthography Limited knowledge of orthographic structure;
- Difficulty distinguishing legal from illegal letter strings (dorn vs. dolr)
Weak knowledge of word spellings - -misspellings - Misidentification (rain or rane?) - Dysfluency in generating spellings
Working Memory Deficits on “verbal working memory” tasks
- Non-word repetition (fragistat”, “contoban”)
PALS – K and PALS 1 - 3Phonological awareness Alphabet awarenessLetter sound knowledgeSpellingConcept of wordWord recognition in isolationOral passage reading
PALS – KRhyme unitsIsolate beginning soundsAlphabetLetter sounds (not timed by design)Phoneme-grapheme correspondencesConcept of wordWord recognition (sight word based;
most not decodable)
VDOE Study 2010Seidenberg 2017 and CDOE PALS Document 2014
![Page 26: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/26.jpg)
![Page 27: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/27.jpg)
Assessment for Four Purposes:
Screening to determine risk for reading difficulty and need for additional intervention
Progress monitoring to determine if adequate progress made or need more intervention to achieve grade level reading outcomes
Evaluation of the effectiveness of a program
Evaluate/identify to help plan instruction by providing information about skills and instructional needs
(Moats, 2005)
![Page 28: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/28.jpg)
When we are evaluating or identifying, what should we examine for possible instructional
planning?
• Family history• General intellectual functioning• Information on cognitive processing: language, memory, auditory
processing, visual processing/visual motor integration, reasoning abilities and executive functioning
• Specific oral language skills related to reading and writing success• Phonological processing• Determine level of functioning in basic skill areas of reading, spelling,
written language, and math
(NCLD, 2013 via Rosenberg 2015)
![Page 29: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/29.jpg)
Typical Characteristics
![Page 30: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/30.jpg)
Typical Characteristics by Grade
No two individuals with dyslexia are alike!
These variations can be considerable according to the:
• Severity of the problem
• Duration of the problem
• Responsiveness of the problem to instruction
• Relative difficulty a person has with related aspects of reading, spelling, writing, math, or language learning
• Co-existing conditions
• Co-existing strengthsMoats and Tolman, 2009
![Page 31: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/31.jpg)
Instruction
![Page 32: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/32.jpg)
Literacy Timeline – How did you learn to read?Rozzelle and Scearce, 2009
![Page 33: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/33.jpg)
Reading Instruction: Multisensory and Structured
Students with dyslexia and others with challenges in acquiring the foundational skills of reading typically benefit from reading instruction that is structured, systematic, direct, sequential, cumulative, and multisensory. (Birsh, 2011; Moats and Dakin, 2008)
For more information:
Multisensory Structured Language Instruction E-Learning Series
http://education.wm.edu/centers/ttac/resources/webinar/languageinstruction/index.php
![Page 34: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/34.jpg)
http://www.winsorlearning.com/images/downloads/pdf/find-out-more/IDA-Matrix-of-Multisensory-Language-Programs.pdf
Examples of Multisensory Structured Language Instructional Approaches and Programming:
Orton Gillingham Approach SlingerlandAlphabetic Phonics Sonday SystemAssociation Method Sounds in SyllablesLanguage! Spalding MethodLexia – Herman Method Starting OverLindamood-Bell Wilson FundationsProject Read Wilson ReadingRecipe for Reading Take Flight
![Page 35: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/35.jpg)
Multisensory Language Instruction Pilot Program
August 2015 to present VDOE has trained about 250 teachers with the Orton Gillingham Classroom Educator Approach through three cohorts covering the commonwealth, and two targeted assistance cohorts. Each cohort is being provided support through our TTAC system for implementation. Participation in the OG CE certification process was offered through competitive application with hope of offering this opportunity again. Two additional cohorts are in the planning stages given funding available.
![Page 36: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/36.jpg)
Teaching is done using all learning pathways in the brain (visual/auditory, kinesthetic-tactile) simultaneously in order to enhance memory and learning.
IMSLEC
What?: Multisensory
![Page 37: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/37.jpg)
Why?: Multisensory
Information can be processed on a modality-specific basis [visual, auditory, kinesthetic etc.], but when they converge and the information is integrated in the brain, stronger neural pathways are created.
Performance enhancement is greater for multisensory than unisensorystimuli.
Multisensory Integration in the Brain, 2015
Paul J. Laurienti, M.D., Ph.D. Department of Radiology, ANSIR, Advanced Neuroscience Imaging Research, Wake Forest University
Copyright©2014 MZecher
![Page 38: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/38.jpg)
Judith Willis, in Research-Based Strategies to Ignite Student Learning, suggests that the more sensory areas used in learning a task, the stronger the neural connections, the associations for learning, memory and fluency.
![Page 39: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/39.jpg)
Simultaneous and alternative deployment of visual, auditory, kinesthetic, and tactile sensory modalities that supports the connection of oral
language with visual language symbols Birsh, 2010
Multisensory approach promotes active
engagement to enhance learning.
Farrell and Sherman, 2011
![Page 40: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/40.jpg)
The structure of the language instructionprovides the power. Farrell and Sherman, 2011
Instruction must be:direct,
systematic,and
sequential.
Henry 2008
![Page 41: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/41.jpg)
Irregular Words 15%Categories – 10%Learned Words – 5%
Basic Patterns of Language Structure
Basic Phonetic Patterns85%
Lund and Cheatum, 2004
![Page 42: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/42.jpg)
What do we mean by the structure of the English language?
![Page 43: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/43.jpg)
Moats and Tolman, 2009Wh
at d
o w
e m
ean
by
the
se
qu
en
ce o
f in
stru
ctio
n?
![Page 44: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/44.jpg)
Wh
at d
o w
e m
ean
by
the
se
qu
en
ce o
f in
stru
ctio
n?
![Page 45: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/45.jpg)
![Page 46: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/46.jpg)
Scarborough (2001) htt
p:/
/so
pri
swes
t.h
ttp
.inte
rnap
cdn
.net
/so
pri
swes
t_vi
tals
trea
m_c
om
/Ele
arn
ing
/LET
RS/
LETR
S_M
od
5C
hp
2/h
tml/
scar
bo
rou
gh_s
_rea
din
g_ro
pe.
htm
l
![Page 47: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/47.jpg)
Orton-GillinghamLesson Plan
Phonemic Awareness ActivitySymbol to Sound (salmon/white cards)Alphabet Sound to Symbol (yellow
cards)Review Words for ReadingReview Words for Spelling (SOS Dictation)New Words for ReadingNew Words for SpellingHandwritingOral Reading
Multisensory LessonPlan (Birsh, 2011)
Alphabet Knowledge and Phonemic Awareness
Reading DecksSpelling DeckMultisensory Introduction of Letter or
ConceptReading Practice for Accuracy and
FluencySpellingHandwritingComprehension and Listening
StrategiesOral Language Practice and Composition
![Page 48: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/48.jpg)
Foundational Skills to Support Reading for UnderstandingKindergarten through Grade Three
https://ies.ed.gov/ncee/wwc/PracticeGuide/21
Two recommendations with strong evidence of support:
2) Develop awareness of the segments of sounds in speech and how they link to letters.
3) Teach students to decode words, analyze word parts, and write and recognize words.
![Page 49: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/49.jpg)
Instructional Component Approximate Time
VA 2011 English Standards of Learning
Alphabet Knowledge and Phonemic AwarenessAlphabet Knowledge – students touch and name the letters of the alphabet in sequence as warm-up; students can match plastic uppercase letter to a grid of alphabet letters on a mat (FCRR, Activity P.003, Alphabet Arc)Phonemic Awareness – ask students if these words rhyme, examples – pill/hill, tip/hip, yes/my, run/sun, mice/nice, now/nap.
5 minutes K.7, K.11, 1.5, 1.6, 1.11, 1.12, 2.5
Reading Rope : Word Recognition Strands
![Page 50: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/50.jpg)
Alphabet Knowledge
![Page 51: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/51.jpg)
Alphabet Activity P.003http://www.fcrr.org/Curriculum/pdf/GK-1/P_Final_Part1.pdf
B
NAlphabet Archttp://youtu.be/PJPs_Sx4eG0
![Page 52: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/52.jpg)
c a t
C a t
Alphabetic Knowledge
![Page 53: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/53.jpg)
Phonemic Awareness
![Page 54: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/54.jpg)
/k/ /a/ /t/
By sounds (phonemic awareness)
Segment by phonemes:
![Page 55: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/55.jpg)
Said a book-reading parrot named Hooey,“The words in this book are all phooey.When you say them, your lipswill make slips and back flipsand your tongue may end up in Saint Looey!”
Dr. Seuss, 1979
![Page 57: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/57.jpg)
Phonological/Phonemic Awareness Development Continuum
Word Comparison Easy
Hard
Rhyme
Sentence Segmentation
Syllable Segmentation/Blending
Onset-Rime Segmentation/Blending
Blending/Segmenting Individual Phonemes
Phoneme Deletion/Manipulation
Gibbs 2012 and Birsh 2011
![Page 58: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/58.jpg)
Beginning Lesson Plan: Instructional Component
Approximate Time
VA 2011 English Standards of Learning
Reading Decks (http://neuhaus.org/decks/ ) Show letter cards (FCRR, Activity P.002, Letter Cards) for quick drill for student to name.Give key words and sounds: I, t, p, n, s, a, l, d, f, h, g, o (can use Ron Yosimoto’s Primary Card Deck in file - Basic)Use irregular word deck (http://neuhaus.org/decks/ ): said, the, of, on. High Frequency Words might be used as well (FCRR, Part Five Activity Packet)
3 minutes Reading Decks – Standards listed above and
Phonemic Awareness –K.4, 1.4, 2.4
Irregular Word Deck and High Frequency Word Deck –1.6
Reading Rope: Word Recognition Strands
![Page 59: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/59.jpg)
Reading Deck Cards
ab
![Page 60: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/60.jpg)
Letter Naming Deck
![Page 61: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/61.jpg)
b
Letter Naming
![Page 62: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/62.jpg)
m
![Page 63: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/63.jpg)
h
![Page 64: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/64.jpg)
k
![Page 65: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/65.jpg)
Keyword and Sound Deck
![Page 66: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/66.jpg)
Keyword and Sound Card
![Page 67: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/67.jpg)
![Page 68: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/68.jpg)
![Page 69: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/69.jpg)
![Page 70: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/70.jpg)
pre-
![Page 71: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/71.jpg)
-s
![Page 72: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/72.jpg)
bi-
![Page 73: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/73.jpg)
de - port - ment
de port ment
Affix and root can be created for morphology reading decks.
![Page 74: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/74.jpg)
Beginning Lesson Plan: Instructional Component
Approximate Time
VA 2011 English Standards of Learning
Spelling Deck/DictationExample: Using a spelling deck (cards bearing letters and sounds introduced for reading), Procedure: - dictate sounds to student,the student: a) repeats the
sound(s), b) says the letter name(s), and c) writes them on a board or paper: short /i/, /t/, /p/, /n/, /s/, short /a/, /l/, /d/, /f/, /h/, /g/, /o/ and so on.
5 minutes Standards appropriate to the example: Phonemic Awareness –Standards Listed Above
Or the Standards applicable to the concept being assessed through the Dictation.
Reading Rope: Word Recognition Strands
![Page 75: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/75.jpg)
Teacher says: /k/
Students says: /k/ (sound), c, k, and final ck (letters)
Student writes: c, k, and final ck
This activity can be expanded to includediagraphs, diphthongs, or word parts. The most frequently used spelling will be targetedfirst.
![Page 76: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/76.jpg)
S.O.SSimultaneous Oral Spelling
Teacher pronounces word (or phoneme)Student repeats word (or phoneme)Student isolates sounds (often using finger spelling)Student spells word (or phoneme) aloudStudent writes, naming each letter as he/she forms it or making
the sound of each phoneme Student reads word (or phoneme) aloud
Some teachers pronounce the word, use it in a sentence, and repeat the word before the student repeats and spells the word Often, when the student has completed word dictation, the instructor will have him/her read the entire list of words aloud.
![Page 77: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/77.jpg)
Let’s practice together!
![Page 78: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/78.jpg)
Beginning Lesson Plan: Instructional Component
Approximate Time
VA 2011 English Standards of Learning
Multisensory Introduction of Letter or ConceptExample: Provide multisensory introduction of digraph ng using guided discovery of sound, letters, key words, and mouth position.Discovery words might be: sing, sang, sting, ding.Reinforce with sky writing, handwriting, reading the sound, and spelling the sound.Possible concepts to introduce might be the syllable types, spelling patterns, and spelling
generalizations.
5 minutes Standards appropriate to the example: K.7, K.11, 1.5, 1.6, 1.11, 1.12, 2.5
Reading Rope: Word Recognition Strands
![Page 79: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/79.jpg)
Trace, Copy, Cover, Eyes Averted Procedure
• Trace the letter three times (verbalizing while writing)
• Copy the letter three times (verbalizing while writing)
• Write the letter three times without a written prompt (verbalizing while writing)
• Write the letter three times with eyes averted or closed (verbalizing while writing; circle the best one)
![Page 80: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/80.jpg)
Syllables Types to Introduce:
Closed Syllables with Spelling Patterns – VC, CVC, CCVC, CVCC, CCVCC
Vowel-Consonant-EOpen SyllablesR-controlled SyllablesConsonant-le SyllablesVowel Team Syllables
Spelling Generalizations, and so on……
![Page 81: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/81.jpg)
If students are able to recognize and read closed syllables, they will be able to read almost 50% of running text.
(Moats 2009)
A sequence for syllable instruction is present within the Virginia Standards of Learning Curriculum Frameworks in Grades One and Two.
![Page 83: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/83.jpg)
Rabbit Rule (VCCV)
Examples:
rabbit, napkin, clutter, basket, litter, sudden
Animal Shapes for SyllableDivision Rules
![Page 84: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/84.jpg)
Beginning Lesson Plan: Instructional Component
Approximate Time
VA 2011 English Standards of Learning
Reading Practice For Accuracy And FluencyExample: Students prepare and read orally closed-syllable words: hint, stand, tint, slop, split, spat, spin, snap, nips, plant. Dad lifts the sand in a tin pan. (Can use FCRR – Part Seven Activity Packet Syllable Patterns and Morpheme Patterns)Use this portion of the lesson for the syllable type studying, and combine with spelling patterns (Keystone - Lund and Cheatum, 2004).
5 – 10 minutes
Standardsappropriate to the example:
1.4, 1.6, 2.4, 2.5, 3.3
Reading Rope: Decoding/Spelling and Phonological Awareness Strands
![Page 85: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/85.jpg)
Beginning Lesson Plan: Instructional Component
Approximate Time
VA 2011 English Standards of Learning
Spelling Example: Give warm up, with review of sounds to be spelled: short /i/, /t/, /s/, /a/, /l/, /f/, /h/.Review the Floss Rule (can use Ron Yosimoto’s worksheets found in Rules and Generalizations within file –Rules and Generalizations) and spell these words: sniff, tiff, staff, till, hill, spill.
5 – 10 minutes
Standards appropriate to the example: K.1, K.5, K.12 (spell phonetically), 1.1, 1.6, 1.12, 1.13,2.5, 2.13, 3.3. 3.4, 3.10, 4.8, 5.8
Reading Rope: Word Recognition Strands
![Page 86: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/86.jpg)
S.O.SSimultaneous Oral Spelling
Teacher pronounces word (or phoneme)Student repeats word (or phoneme)Student isolates sounds (often using finger spelling)Student spells word (or phoneme) aloudStudent writes, naming each letter or making the sound of each
phoneme in the word as he/she forms it Student reads word (or phoneme) aloud
Some teachers pronounce the word, use it in a sentence, and repeat the word before the student repeats and spells the word Often, when the student has completed word dictation, the instructor will have him/her read the entire list of words aloud.
![Page 87: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/87.jpg)
Beginning Lesson Plan: Instructional Component
Approximate Time
VA 2011 English Standards of Learning
HandwritingExamples: 1) Students practice writing d on folded newsprint paper or regular paper. Students trace the letter three times while listening to guided stroke description: “Curve under, over, stop, back around, up, down, release.” Student make three copies, saying the letter name each time. 2) Students will incorporate this section within other sections of the lesson plan.
5 – 10 minutes
Standards appropriate to the example:
K.11, 3.8
Supports Reading Rope Strands
![Page 88: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/88.jpg)
Cursive Writing is part of all multisensory approaches and
methods.
Cursive writing allows students to engage in the procedures and learning with movement.
Cursive writing has been said to assist with blending (Birsh, 2005 and 2011).
Cursive eliminates or lessens reversals.
Cursive promotes writing (handwriting) fluency (Birsh, 2005 and 2011).
![Page 89: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/89.jpg)
Beginning Lesson Plan: Instructional Component
Approximate Time
VA 2011 English Standards of Learning
Comprehension and Listening StrategiesExample: Read “The Tortoise and the Hare” to students.Have the students retell the fable with graphic organizer for stories (simple story map).
10 minutes Standards appropriate to the example:
K.9, K.10, 1.9, 1.10 , .1, 2.8, 2.9, 3.5, 3.6, 4.5, 4.6, 5.5, 5.6
Reading Rope: Language Comprehension Strand
![Page 91: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/91.jpg)
Retelling Strip Oliver 2011
(Adapted from Moreau/Fidrych 1994)
and other retellingdevices…
K.8, 1.1b, 1.9, 2.8 and so on….
![Page 92: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/92.jpg)
Intermediate Lesson Plan: Instructional Component
Approximate Time
VA 2011 English Standards of Learning
Extended Reading and Writing Goal is accuracy, fluency, and
comprehension. Students read from connected decodable text with controlled vocabulary that is geared to the students’ levels.
Students write sentences using vocabulary they are reading and spelling.
10 minutes 3.5, 3.6. 4.5, 4.6, 5.5, 5.6, 6.5, 6.6, 7.5, 7.6, 8.5, 8.6
Reading Rope: Language Comprehension Strand
![Page 93: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/93.jpg)
The strategies for comprehending…..
Processes/Strategies: Connecting (SOLs K.9 to …… )Questioning (SOLs K.9 to …… )Predicting (SOLs K.9 to …..)Imaging (Visualizing) (SOLs 4.5g to ……)Inferring (SOLs 4.5h to …… )Determining importance (SOLs 2.8 to ….. )Synthesizing (SOLs 10.5g to ……. )
These skills begin early in the SOLs then build and combine through the 12th grade.
Hall, 2011
![Page 94: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/94.jpg)
Beginning Lesson Plan: Instructional Component
Approximate Time
VA 2011 English Standards of Learning
Oral Language Practice and CompositionExample: Introduce vocabulary: boasted, plodding, patient.Have students find and discuss meanings for the descriptive words from the story. Use words in sentences, and enter words in the vocabulary section of their language notebook.
10 minutes Standards appropriate to the example:
K.8, 1.2, 1.7, 1.8, 1.11, 2.2, 2.6, 2.7, 3.1, 3.2, 3.4, 4.2, 4.4, 4.7, 5.4
Reading Rope: Word Recognition andLanguage Comprehension Strands
![Page 95: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/95.jpg)
Nagy (2007) proposed that teaching morphological awareness and decoding in school may be the way to narrow the achievement gap for children whose families differ in education and income levels, as well as ethnic or racial backgrounds.
![Page 96: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/96.jpg)
http://neuhaus.org/readingteachersnetwork/The Reading Teacher Network from Neuhaus in Texas
http://learningabledkids.com/reading/proven_reading_programs.htmLearning Abled Kids – Orton Gillingham Reading Programs
http://www.fcrr.org/for-educators/sca.aspFlorida Center for Reading Research – Student Center Activities
![Page 97: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/97.jpg)
Teaching Tips for All Educators:
Give prompts and clues when students have phonological memory, retrieval, and naming problems….
• Write down key words, cues, and phrases;
• Use visual prompts and graphic organizers;
• Pose a “choice” question;
• Give the first sounds if you know the word for which the student is searching;
• Ask students to repeat words orally; and
• Review and summarize often (check for understanding).
Moats, 2009
![Page 98: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/98.jpg)
Methods to Intensify Instructional Delivery
#1. More modeling with clearer and more detailed explanations.
#2. More concrete learning opportunities with the use of pictures, graphics, manipulatives, or think-alouds
#3. Tasks broken down into smaller steps
#4. Instruction broken down into simpler segments
#5. Step by step strategies
#6. Temporary support gradually reduced over time
#7. More opportunities for response, practice, and feedback.
Stowe 2015Center on Instruction document, 2012
1. Address cognitive processes
2. Explicit, systematic instruction
3. More time on task4. Group size
Intensifyinginstructional delivery
![Page 99: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/99.jpg)
Supplementary Aids/Services, and Testing Accommodations :
• Audio text/read aloud or audio version
• Note-taking assistance or record information provided for note-taking
• Provide visual cues and graphic organizers
• Extra time
• Systematic, explicit, instruction in reading
OSEP Ideas That Work -
https://www.osepideasthatwork.org/toolkit/accommodations_manual_b.asp
Understood.org –
https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/at-a-glance-classroom-accommodations-for-dyslexia
![Page 100: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/100.jpg)
Assistive Technology
AIM VA -http://doe.virginia.gov/administrators/superintendents_memos/2015/004-15.shtml (Organic brain dysfunction – identified/certified through the form on the AIM VA website or a division approved form)
Jamie Martin - http://www.atdyslexia.com/assistive-technology/
Dyslexia Help at University of Michigan-http://dyslexiahelp.umich.edu/tools/software-assistive-technology
![Page 101: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/101.jpg)
LD Guidance Document from VDOE -http://www.doe.virginia.gov/special_ed/disabilities/learning_disability/learning_disabilities_guidelines.pdf, page 6
![Page 102: Dyslexia: Insights and Current Understandingsaimvaseptember2015.pbworks.com/w/file/fetch... · Dyslexia is distinguished from other learning disabilities due to its (2 of 2) weakness](https://reader034.fdocuments.us/reader034/viewer/2022042920/5f66347828062b77f37baf2d/html5/thumbnails/102.jpg)
Organizations Involved with Dyslexia and Improved Reading for All Students:
Decoding Dyslexia Virginia
International Dyslexia Association
The Virginia Branch of the International Dyslexia Association
Yale Center for Dyslexia and Creativity
The Dyslexia Foundation
Society of Scientific Studies of Reading