Unraveling the Puzzle of Dyslexia - cdn.ymaws.com · Genetics Brain Regions Brain Communication ......
Transcript of Unraveling the Puzzle of Dyslexia - cdn.ymaws.com · Genetics Brain Regions Brain Communication ......
Unraveling the Puzzle of Dyslexia Timothy N. Odegard, PhD, CALP Professor of Psychology Chairholder of the Murfree Chair of Excellence in Dyslexic Studies Tennessee Center for the Study and Treatment of Dyslexia Middle Tennessee State University SAIS Academic Support Conference Monday, January 28, 2019 Franklin, TN
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Unraveling the Puzzle DyslexiaTimothy N. Odegard PhD, CALP
Chairholder, Murfree Chair of Excellence in Dyslexic StudiesProfessor of PsychologyMiddle Tennessee State UniversityTennessee Center for the Study and Treatment of Dyslexia
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Individuals with dyslexia struggle to read words accurately and efficiently and show a slow response to instruction, in spite of receiving the same reading instruction as their peers.
WORD READING DEFICITS SPELLING DEFICITSSLOW RESPONSE TO INSTRUCTION
CENTRAL CHARACTERISTIC OF DYSLEXIA IN SCHOOL AGE CHILDREN
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Poor Readers Strong Readers
Individuals with dyslexia fall towards the lower end of a continuum of reading achievement
WHY?
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MotivationSelf EfficacyStudent Engagement
GeneticsBrain RegionsBrain Communication
Home EnvironmentClassroom Instruction
Phonological AwarenessRapid Naming
VocabularyBackground Knowledge
Fletcher, JM.; Lyon, GR.; Fuchs, LS.; Barnes, MA. Learning disabilities: From identification to intervention. 2nd Edition. Guilford; New York: 2018.
ENVIRONMENTAL
LANGUAGE
BEHAVIORAL / PSYCHSOCIAL
NEUROBIOLOGICALREADING
ACHIEVEMENT
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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.
International Dyslexia Association (2002)
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ORAL COMPREHENSION
VOCABULARY
ABILITY TO RECOGNIZE TEXT
SIGHT WORD
DECODING
WORD RECOGNITION
READING FLUENCY
ACCURATELETTER KNOWLEDGE
PHONOLOGICAL AWARENESS
MORPHOLOGY
SYNTACTIC STRUCTURE
RAPID NAMING
BACK
GROU
ND K
NOW
LEDG
E AUTOM
ATIC
READING COMPREHENSION
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ABILITY TO RECOGNIZE TEXTORAL COMPREHENSION
SIGHT WORD
DECODING
WORD RECOGNITION
READING FLUENCY
ACCURATELETTER KNOWLEDGE
PHONOLOGICAL AWARENESS
VOCABULARY
MORPHOLOGY
SYNTACTIC STRUCTURE
RAPID NAMING
BACK
GROU
ND K
NOW
LEDG
E AUTOM
ATIC
READING COMPREHENSION
“difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities”
Primary Characteristics of Dyslexia specified in the definition
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ABILITY TO RECOGNIZE TEXTORAL COMPREHENSION
SIGHT WORD
DECODING
WORD RECOGNITION
READING FLUENCY
ACCURATELETTER KNOWLEDGE
PHONOLOGICAL AWARENESS
VOCABULARY
MORPHOLOGY
SYNTACTIC STRUCTURE
RAPID NAMING
BACK
GROU
ND K
NOW
LEDG
E AUTOM
ATIC
READING COMPREHENSION
“difficulties typically result from a deficit in the phonological component of language”
Deficits linked to Dyslexia identified in the definition
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ABILITY TO RECOGNIZE TEXTORAL COMPREHENSION
SIGHT WORD
DECODING
WORD RECOGNITION
READING FLUENCY
ACCURATELETTER KNOWLEDGE
PHONOLOGICAL AWARENESS
VOCABULARY
MORPHOLOGY
SYNTACTIC STRUCTURE
RAPID NAMING
BACK
GROU
ND K
NOW
LEDG
E AUTOM
ATIC
READING COMPREHENSION
“Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge”
Secondary Consequences that can stem from the primary deficits
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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.
International Dyslexia Association definition of dyslexia (2002)
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BASIC IDEA
ABILITY ACHIEVEMENT
INTRA INDIVIDUAL DIFFERENCES
RESPONSE TO INSTRUCTION & INTERVENTION
DECISION PROCESS
TIMEFRAME
KEY DATA
UnexpectedUnderachievement
Comparison of Two Test Scores
Fixed Point in Time
IQ score and achievement score
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How much of a discrepancy is enough?
INTRA INDIVIDUAL DIFFERENCES
RESPONSE TO INSTRUCTION & INTERVENTION
What if a child scores low average on a measure of ability (e.g., IQ)?
How is this determined?
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SUGGESTED READINGS
Siegel, L. S., & Hurford, D. P. (2019). The case against discrepancy models in the evaluation of dyslexia. Perspectives on Language and Literacy, 45.
Fletcher, JM., Lyon, GR., Fuchs, LS., & Barnes, MA. (2018). Learning disabilities: From identification to intervention. 2nd Edition. Guilford; New York.
Farris, E. A., Alexander, E., & Odegard, T. N. (2019). Assessment and identification of learning disabilities. In M. M. Martel (Ed.), A clinical guide to assessment and treatment of childhood learning and attention problems. Philadelphia, PA: Elsevier.
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BASIC IDEA
ABILITY ACHIEVEMENT
INTRA INDIVIDUAL DIFFERENCES
RESPONSE TO INSTRUCTION & INTERVENTION
DECISION PROCESS
TIMEFRAME
KEY DATA
UnexpectedUnderachievement
Comparison of Two Test Scores
Fixed Point in Time
IQ score and achievement score
Deficient psychological processing
Profile Analysis of Test Scores
Fixed Point in Time
Cognitive abilities / processes and achievement
scores
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ABILITY TO RECOGNIZE TEXTORAL COMPREHENSION
SIGHT WORD
DECODING
WORD RECOGNITION
READING FLUENCY
ACCURATELETTER KNOWLEDGE
PHONOLOGICAL AWARENESS
VOCABULARY
MORPHOLOGY
SYNTACTIC STRUCTURE
RAPID NAMING
BACK
GRO
UN
D K
NO
WLE
DG
E AU
TOM
ATIC
READING COMPREHENSION
Pennington et al. (2012). Individual prediction of dyslexia by single vs. multiple deficit models. Journal of Abnormal Psychology, 121(1), 212-224.
Phonological processing skills deficits are not necessary nor sufficient to identify dyslexia. Nor do they distinguish individuals with dyslexia from garden variety poor readers
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ABILITY TO RECOGNIZE TEXTORAL COMPREHENSION
SIGHT WORD
DECODING
WORD RECOGNITION
READING FLUENCY
ACCURATELETTER KNOWLEDGE
PHONOLOGICAL AWARENESS
VOCABULARY
MORPHOLOGY
SYNTACTIC STRUCTURE
RAPID NAMING
BACK
GRO
UN
D K
NO
WLE
DG
E AU
TOM
ATIC
READING COMPREHENSION
Pennington et al. (2012). Individual prediction of dyslexia by single vs. multiple deficit models. Journal of Abnormal Psychology, 121(1), 212-224.
EXEC
UTIV
E FU
NCT
ION
ATTE
TNTI
ON /
INHI
BTIO
N /
WOR
KIN
G M
EMOR
Y /
MON
TITO
RIN
G /
TASK
SW
ITCH
ING
There is not a single cognitive profile of strengths and weaknesses that distinguishes a dyslexic from a garden variety poor reader
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ABILITY TO RECOGNIZE TEXTORAL COMPREHENSION
SIGHT WORD
DECODING
WORD RECOGNITION
READING FLUENCY
ACCURATELETTER KNOWLEDGE
PHONOLOGICAL AWARENESS
VOCABULARY
MORPHOLOGY
SYNTACTIC STRUCTURE
RAPID NAMING
BACK
GRO
UN
D K
NO
WLE
DG
E AU
TOM
ATIC
READING COMPREHENSION
Pennington et al. (2012). Individual prediction of dyslexia by single vs. multiple deficit models. Journal of Abnormal Psychology, 121(1), 212-224.
EXEC
UTIV
E FU
NCT
ION
ATTE
TNTI
ON /
INHI
BTIO
N /
WOR
KIN
G M
EMOR
Y /
MON
TITO
RIN
G /
TASK
SW
ITCH
ING
Stuebing, K. K., et al. (2015). "Are Child Cognitive Characteristics Strong Predictors of Responses to Intervention? A Meta-Analysis." Review of Education Research, 85(3), 395-429.
There are not differences in treatment response based on cognitive profiles of strengths and weaknesses
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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.
International Dyslexia Association definition of dyslexia (2002)
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SUGGESTED READINGS
Siegel, L. S., & Hurford, D. P. (2019). The case against discrepancy models in the evaluation of dyslexia. Perspectives on Language and Literacy, 45.
Fletcher, JM.; Lyon, GR.; Fuchs, LS.; Barnes, MA. (2018). Learning disabilities: From identification to intervention. 2nd Edition. Guilford; New York.
Farris, E. A., Alexander, E., & Odegard, T. N. (2019). Assessment and identification of learning disabilities. In M. M. Martel (Ed.), A clinical guide to assessment and treatment of childhood learning and attention problems. Philadelphia, PA: Elsevier.
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BASIC IDEA
ABILITY ACHIEVEMENT
INTRA INDIVIDUAL DIFFERENCES
RESPONSE TO INSTRUCTION & INTERVENTION
DECISION PROCESS
TIMEFRAME
KEY DATA
UnexpectedUnderachievement
Comparison of Two Test Scores
Fixed Point in Time
IQ score and achievement score
Deficient psychological processing
Profile Analysis of Test Scores
Fixed Point in Time
Cognitive abilities / processes and achievement
scores
Prevention / early intervention
Underachievement and Lack of Response
Multiple time points
Benchmark testing Progress Monitoring
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Language Construct Tier 1 Tier 2 Tier 3 SPEDM (SD) M (SD) M (SD) M (SD)
Pseudoword Decoding WIAT-III 79.83 (12.90) 81.00 (8.62) 79.43 (15.50) 83.10 (11.65)
Phonemic Decoding Efficiency TOWRE-2 75.84 (12.29) 71.00 (5.80) 71.40 (10.41) 75.83 (10.91)
Word Reading WIAT-III 80.40 (13.93) 77.63 (10.89) 75.43 (15.05) 82.50 (11.36)
Sight Word Efficiency TOWRE-2 77.51 (12.19) 74.57 (13.15) 73.93 (11.79) 81.29 (12.30)
Oral Reading Fluency WIAT-III 82.30 (15.17) 77.71 (14.09) 75.15 (12.31) 83.49 (14.04)
Reading Comprehension WIAT-III 83.55 (12.05) 80.71 (11.56) 78.38 (13.09) 85.58 (13.27)
Receptive Vocabulary WIAT-III 101.49 (13.61) 106.00 (11.90) 96.57 (14.45) 102.75 (13.71)
Phonological Awareness CTOPP-2 86.49 (15.62) 81.40 (13.74) 90.25 (16.26) 90.41 (13.53)
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Common practices across the country specify the RTI process using curriculum-based assessments and rate of responding to instruction / intervention, and the use of norm referenced measures of areas of achievement obtained at a single timepoint to be separate means of determining LD eligibility.
SUGGESTED READINGS
Wagner, R.K. (2018) Why is it so difficult to diagnose dyslexia and how can we do it better? Examiner, 7.
Fletcher, JM., Lyon, GR., Fuchs, LS., & Barnes, MA. (2018) Learning disabilities: From identification to intervention. 2nd
Edition. Guilford; New York.
Farris, E. A., Alexander, E., & Odegard, T. N. (2019). Assessment and identification of learning disabilities. In M. M. Martel (Ed.), A clinical guide to assessment and treatment of childhood learning and attention problems. Philadelphia, PA: Elsevier.
Hybrid Approaches to the identification of specific learning disabilities (including dyslexia) have been proposed that blend these two approaches
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MULTI FACTOR CONDITION
MotivationSelf EfficacyStudent Engagement
GeneticsBrain RegionsBrain Communication
Home EnvironmentClassroom Instruction
Phonological AwarenessRapid Naming
VocabularyBackground Knowledge
Fletcher, JM.; Lyon, GR.; Fuchs, LS.; Barnes, MA. Learning disabilities: From identification to intervention. 2nd Edition. Guilford; New York: 2018.
ENVIRONMENTAL
LANGUAGE
BEHAVIORAL / PSYCHSOCIAL
NEUROBIOLOGICAL DYSLEXIA
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Dyslexia is neurobiological in origin, and it is characterized by deficits in accurate and efficient word recognition and by poor spelling and decoding abilities. These difficulties are unexpected in relation to the provision of effective classroom instruction and are marked by a slow response to instruction. The behavioral characteristics of dyslexia fall along a continuum of severity from mild to severe and are associated with deficits in multiple factors. No single factor indicates the presence or absence of dyslexia. The primary means by which to identify dyslexia is by screening for multiple factors associated with it and documenting the behavioral characteristics of dyslexia.
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BEHAVIORAL CHARACTERISTICS OF DYSLEXIA IN THE ENGLISH ORTHOGRAPHY
•Deficits in Accurate and Efficient Word Recognition •Deficits in Spelling•Slow Response to Instruction
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• Listening Comprehension• Comprehension Strategies• Text Structure
• Word and Connected Text Reading (Instructional Level)• Application of Word Recognition Skills• Practice to Support Automatic and Prosodic Reading
• Phonological Awareness• Letter Knowledge• Letter-Sound correspondence• Syllables
• Letter Formation• Handwriting Instruction• Sentence Structure
• Syllabication• Decoding • Encoding• Sight Words
• Paragraph Structure • Text Structure • Syntax
•Morphology•Vocabulary•Background Knowledge30
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30
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Direct Instruction Modeling PracticeImmediate Corrective Feedback
READING COMPREHENSION
FLUENCY
WORD STUDY
WRITING
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Letter Knowledge(Accuracy & Automaticity)
Phonemic Awareness
Phonics / Decoding(Accuracy & Automaticity)
Repeated Accurate Practice(Automaticity)
Nonsense & Real WordsPhrases, Sentences, Passages
High Frequency Words(Accuracy & Automaticity)
Reading ComprehensionText Reading (at reading level)
VocabularyComprehension Monitoring
Inference MakingText Components
Listening ComprehensionText (above reading level)
VocabularyComprehension Monitoring
Inference MakingText Components
WORD READING SPELLING COMPREHENSION
Sound – Symbol(Automaticity)Word Spelling
(Accuracy)Sentence Dictation
(Accuracy)
Morphology
Morphology
Small group instruction, 4 days per week, 1.5 hours per session
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Curriculum OverviewYear 1 Year 2
Books 1 2 3 4 5 6 7
Phonemic Awareness
Fluency
Vocabulary
Comprehension Narrative
Expository
Phonics Grapheme-Phoneme Accuracy
Word Reading Accuracy
Morphology Anglo-Saxon GreekLatin
Embedded Instruction
Rate
Prosody
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Introduction Digraph sh
AlphabetReading Deck
Repeated AccuratePractice
Spelling Deck
Spelling Practice
Dictation
Phonemic Awareness
Comprehension Skills
Instant Words
New Learning Lesson
Discovery New Learning
Code and Read
L-1 L-2
L-3 L-4
Code and ReadSentences
~ 3 min
~ 15 min
~ 5 min
~ 2 min~ 2 min
~ 3 min
~ 15 min
~ 5 min
~ 2 min
~ 5 min
~ 3 min
Code and Read
ship shut hashshot shoot dish
Today; Yesterday; Previous; Instant words
The shock of the crash shook him.
The shot rang in the room.
Shut the hood of the truck.
“shut”
(sh) (u) (t)
“hut”
(h) (u) (t)
Phonemic AwarenessWho?
When?
What?
Where?
How?
Why?
Summary:______________________________
Review
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Next LessonDigraph sh
AlphabetReading Deck
Repeated AccuratePrac:ce
Spelling Deck
Spelling Practice
Dicta:on
Phonemic Awareness
Comprehension Skills
Instant Words
Next New Learning Lesson
Discovery New Learning
Code and Read
L-1 L-2
L-3 L-4
Code and ReadSentences
Review
31
36b
Application LessonReading DecksInstant Words
FluencySpelling Deck
SpellingReview
ComprehensionConnected Text
37
Reading DecksNew Learning
Code and ReadRAP
Spelling DeckP.A.
SpellingReview
Comprehension
37
38
(FSS)
Reading DecksNew Learning
Code and ReadRAP
Spelling DeckP.A.
SpellingReview
Comprehension
36
(wh)
3643
Reading DecksNew Learning
Code and ReadRAP
Spelling DeckP.A.
SpellingReview
Comprehension
Reading DecksNew Learning
Code and ReadRAP
Spelling DeckP.A.
SpellingReview
Comprehension
(i) (f, v)
3 4
Reading DecksNew Learning
Code and ReadRAP
Spelling DeckP.A.
SpellingReview
Comprehension
(t, d)
2
2
Lesson
Who?
When?
What?
Where?
How?
Why?
Summary:______________________________
Lesson Sequence
A Days
B Days
Application Lesson
Fluency Packet ~ 15 min
Instant Words
Reading Deck ~ 2 min
~ 2 min
Connected Text ~ 15 min
Review
Spelling Deck
Spelling PracTce
Comprehension Skills
~ 5 min
~ 2 min
~ 2 min
~ 15 min
Day
Reading DecksNew Learning
Code and ReadRAP
Spelling DeckP.A.
SpellingReview
Comprehension
(p, b)
1
1
37b
ApplicaTon LessonReading DecksInstant Words
FluencySpelling Deck
SpellingReview
ComprehensionConnected Text
39
132b
Application LessonReading DecksInstant Words
FluencySpelling Deck
SpellingReview
ComprehensionConnected Text
230
Reading DecksNew Learning
Code and ReadRAP
Spelling DeckP.A.
SpellingReview
Comprehension
38
40
(FSS)
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Grapheme Level
WordLevel
SentenceLevel
Text Level
New LearningG-P Correspondences
Code & ReadRAP
Spelling
Code & Read Sentences Dictation
Rate PackagesConnected Text
Comprehension Mystery(Narrative/Expository)
Application Schematic
EncodingDecoding
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