You will also learn:
* Common symptoms of dyslexia by grade-level
* Research supporting the differences in the dyslexic brain
* Practical Orton-Gillingham principles that you can use right away with your dyslexic student or child.
2. “Dyslexia is not a disease to have
and to be cured of, but a way of
thinking and learning. Often it’s a
gifted mind waiting to be found and
taught.”
-Girard Sagmiller, “Dyslexia My Life”
4. What is dyslexia?
Dyslexia: A significant reading
disability in people with normal
intelligence.
There is now definite proof that
dyslexia is a very real neurological
disorder.
5. Dyslexia
Yale Study
with
Magnetic Resonance
Imaging (MRI)
61 Students: 29 Dyslexic
7. Inferior
frontal
gyrus Visual
perception
Dyslexic (Attempts to convert
visual information
Student into sounds)
8. Research Shows:
Dyslexic students “can learn
these relationships with intensive
phonics training. . . After more
than a century of frustration, it
has now been shown that the
brain can be rewired.”
Dr. Sally Shaywitz
10. Word Processing and Storage
• Word Form Storage: phonological (sound),
orthographical (symbol), morphological
(roots and affixes, parts of speech)
• Phonological Loop: time-sensitive
coordination of phonological codes (eye to
Mouth to ear)
• Orthographic Loop: time-sensitive
coordination of orthographic codes (ear to
HAND to eye)
11. Symptoms of Dyslexia
• Difficulty linking letters with sounds
• Difficulty with multi-syllable words
• Fluency and rhythm of reading
• Poor spelling
• Poor handwriting
• Difficulties learning a foreign language
• In emotional pain
12. Dyslexia’s effects on reading
• Trouble reading unfamiliar words
• Omitting parts of words when reading
• Fear of reading out loud
• Reading is slow and tiring
• A reliance on context to discern meaning
• Oral reading is choppy and labored
• Avoidance of reading for pleasure
14. Working Memory
Working memory, or executive function, helps a student
do several things:
– Filter inputs so they know what information to pay attention to,
– Prioritize inputs so they know what information is most
important,
– Categorize inputs so they know what types of information they
are working with, and
– Connect inputs to previous knowledge so they know how new
information relates to what they already know.
17. “Systematic phonics instruction has been used
widely over a long period of time with positive
results, and a variety of systematic phonics
programs have proven effective with children of
different ages, abilities, and socio-economic
backgrounds. These facts and finding provide
converging evidence that explicit, systemic
phonics instruction is a valuable and essential
part of successful reading program.”
~ National Reading Panel Report
19. Should I get my child tested?
Pros Cons
•Diagnosis provides •Fear of “label”
help by law •Expensive
•Understand solution •Where to get a
test?
20. Appropriate Reading Rates
Reading fluency, as defined by Dr. Neil
Anderson, is "reading at an appropriate
rate with adequate comprehension"
(Anderson, 2008, p. 3).
What is an “appropriate rate?”