Dyslexia%20 awareness%20training%202010 2011[1]
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Dyslexia AwarenessDyslexia Awareness
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Definition
Dyslexia is a specific learning disability that is neurological 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 (Adopted by the International Dyslexia Association Board of Directors, November 12, 2002).
*TEA Dyslexia Handbook Revised 2007
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DYSDYS = TROUBLE = TROUBLE LEXIALEXIA = WORDS = WORDS
What Dyslexia IS
• A word level reading disorder caused by problems with phonological processing
• An impairment that the student can adapt to with intervention
• A condition that occurs in students with adequate intelligence
• A disorder of neurologic origin
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WHAT DYSLEXIA IS NOT
DYSLEXIA….. is is NOTNOT a “catch all” term for all reading a “catch all” term for all reading
disordersdisorders
.. is is NOTNOT gender prevalent – it does not occur gender prevalent – it does not occur more in boys than girlsmore in boys than girls
.. is .. is NOTNOT outgrown or cured outgrown or cured
.. is .. is NOTNOT caused by brain trauma caused by brain trauma
.. is .. is NOTNOT a visual problem a visual problem
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WHAT DYSLEXIA IS NOT
DYSLEXIA…
.. is .. is NOTNOT a lack of intelligence a lack of intelligence
.. is .. is NOTNOT due to a lack of effort due to a lack of effort
.. is .. is NOTNOT a developmental lag a developmental lag
.. is .. is NOT NOT uncommon: 5–17.5 % of populationuncommon: 5–17.5 % of population
.. is .. is NOT NOT responsive to standard reading responsive to standard reading instructioninstruction
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STRENGTHS
LEADERSHIP LEADERSHIP SKILLSSKILLS
THINKING “OUT OF THE BOX”THINKING “OUT OF THE BOX”
PAT
TO
NPA
TT
ON
CHURCHILLCHURCHILL
POLITICAL POLITICAL
&&
MILITARYMILITARY
THOMAS EDISON
THOMAS EDISON
BUSINESSBUSINESS SCIENTISTS &SCIENTISTS &
INVENTORSINVENTORS
THE PICTURE OF DYSLEXIATHE PICTURE OF DYSLEXIA(ALL STRENGTHS (ALL STRENGTHS DO NOTDO NOT OCCUR FOR EVERYONE) OCCUR FOR EVERYONE)
JFKJFKTED TURNERTED TURNER
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VISUOSPATIAL / MOTOR SKILLSVISUOSPATIAL / MOTOR SKILLS
SURGEONSSURGEONS ATHLETESATHLETES
NEUROSURGERYNEUROSURGERY MOHAMMAD ALIMOHAMMAD ALI NOLAN RYANNOLAN RYAN
THE PICTURE OF DYSLEXIATHE PICTURE OF DYSLEXIA(ALL STRENGTHS (ALL STRENGTHS DO NOTDO NOT OCCUR FOR EVERYONE) OCCUR FOR EVERYONE)
STRENGTHS
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WRITTEN LANGUAGE CHALLENGES
READING
Mechanics Comprehension
SpeedMechanics
Speed
SPELLING & WRITING
Expressing Ideas
THE PICTURE OF DYSLEXIATHE PICTURE OF DYSLEXIA(ALL SYMPTOMS (ALL SYMPTOMS DO NOTDO NOT OCCUR WITH EVERYONE) OCCUR WITH EVERYONE)
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Reading/Writing/Spelling Characteristics
• Difficulty reading single words in isolation
• Difficulty accurately decoding nonsense or unfamiliar words
• Slow, inaccurate, or labored oral reading (lack of reading fluency)
• Difficulty learning to spell
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Characteristics lead to …
• Variable degrees of difficulty with word recognition in isolation or in context
• Variable difficulty with aspects of reading comprehension
• Variable difficulty with aspects of written composition
• A limited amount of time spent in reading activities
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How can I help in the classroom?
First, find out what each individual student’s strengths are.
Review their classroom Intervention Plan with your LA specialist.
Provide multi-sensory lesson strategies.
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Remember:Students Retain:
10% … of what they read
20% … of what they hear
30% … of what they see
50% … of what they see and hear
70% … of what they say
90% … of what they say as they do something!