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Final project dyslexia -gomez 5-1-11
Final project dyslexia -gomez 5-1-11
Final project dyslexia -gomez 5-1-11
Final project dyslexia -gomez 5-1-11
Final project dyslexia -gomez 5-1-11
Final project dyslexia -gomez 5-1-11
Final project dyslexia -gomez 5-1-11
Final project dyslexia -gomez 5-1-11
Final project dyslexia -gomez 5-1-11
Final project dyslexia -gomez 5-1-11
Final project dyslexia -gomez 5-1-11
Final project dyslexia -gomez 5-1-11
Final project dyslexia -gomez 5-1-11
Final project dyslexia -gomez 5-1-11
Final project dyslexia -gomez 5-1-11
Final project dyslexia -gomez 5-1-11
Final project dyslexia -gomez 5-1-11
Final project dyslexia -gomez 5-1-11
Final project dyslexia -gomez 5-1-11
Final project dyslexia -gomez 5-1-11
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Final project dyslexia -gomez 5-1-11

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Dyslexia and the English Language Learner

Dyslexia and the English Language Learner

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  • Good afternoon, my name is Gloria E. Gomez and I will be presenting on Dyslexia and the ELLKey points will be:The Dyslexia Brain and Language SystemDyslexia and the ELLData Gathering Prior to Assessment Language of Intervention Transfer to EnglishSpanish Intervention Who Assesses the ELLs?Assessment RequirementsIdentification of ELLs
  • This image of how the brain reads shows the areas of the brain stimulated when reading.
  • Not a Single Pattern that Identifies a Student with DyslexiaEvery child must be considered individually
  • dyslexia—difficulty with languageA language based disabilityRefers to a number of symptoms which result in people having difficulty with specific language skills, particularly reading
  • Phonological processing:Phonemic awareness most directly linked to word reading skills Alphabetic Principle Memory and retrieval difficulties: Rapid naming “On-demand” namingAutomatic word recognitionShort term memory
  • We will now do a true and false quiz that will clarify some misconceptions about dyslexia characteristics.
  • In Spanish, the primary characteristic scores may fall within the average range due to the transparency of the Spanish language.Letter-Word identification, Word attack and Spelling may fall in the average range.Little to no improvement in fluency despite intervention.Comprehension is affected Processing of the language of math (the language system)Processing of the meanings of this language (the language system)Writing of letters or numbers stored with phonological cues (the hand)Reading of word problems (the language systemRapid naming of letters or numbers (the memory system)“On-demand” naming (the memory system)Automatic word recognition (the language system)Short term memory (the memory system)
  • Data Gathering for English Language Learners prior to evaluationPrior to any assessmentInvestigation on the history of the Student:Intervention programs hadHow long forBackground on schooling-How long in the U.S.? In the District?Family history (any dyslexia, reading difficulties)?Absences #Behavior issues?Attention difficulties?Current hearing, vision tests.
  • In our district all of the Dyslexia specialists administer the testing.Certified bilingual/ELL teachers
  • . URL for this video http://www.youtube.com/watch?v=OfAVwEAnxfQ&feature=player_detailpage2. Description of what happens in the video, scene by scene Characteristics of dyslexia are shown describedWho is affectedStatistics on how many people have dyslexiaHow to address dyslexiaLabels put on children with dyslexiaIntervention methods for success in learning and life3.Length of the video 3.02 minutes What will this video add to your presentation? Personalizes the learning disability, dyslexia in a way that people can relate to it and understand what it is like to live with dyslexia hopefully causes some reflection.Learn what not to do (labeling children incorrectly due to dyslexia)Inspire hope for those with dyslexia that there are interventions that can help them become successful in life.
  • If a student has received instruction in both languages, assess in both languages.Including Oral proficiency testing and listening comprehension in both languages.Personnel involved in the evaluation process of ELLs for dyslexia need to be trained in bilingual assessment and interpretation results.
  • After evaluations are completed,They are presented to the district committee of knowledgeable persons for reviewBased on the State Dyslexia guidelines, committee will make a recommendation Student must have a phonological deficit in both languagesDistrict Dyslexia committee members are LPAC Members (Theymust be involved when a Bilingual/ELL student is being condisered)Committee decides on language of intervention and program
  • The committee considers the following on deciding on language of intervention:Language and literacy instructionAge and Grade LevelProficiency in EnglishReading Levels in English and SpanishYears of schooling in the U.S. and the district
  • Programs must include the components of instruction as indicated by the Dyslexia HandbookEsperanzaVoyager PasaporteLecturaProactivaWho Serves the ELLsTitle I Reading TeachersBilingual Reading SpecialistsTrained Bilingual Classroom Teachers
  • Students in Spanish/English program can begin as soon as identified. (preferably in 1st, 2nd, )Students in bilingual (Spanish/English) education begin Spanish intervention as soon as identified.Then transitioned into dyslexia (Neuhause BLS) intervention in English with Spanish support& Students are monitored closely.
  • is that most students with dyslexia can be helped to cope with their language difficulties if they are diagnosed earlyand taught using multisensory educational methods.
  • That concludes the slide presentation and now lets begin the Q & A session.
  • Transcript

    • 1. DYSLEXIA AND THEENGLISH LANGUAGE LEARNER
      Gloria E. Gómez, Ed.D.
      Bilingual Dyslexia Specialist
      Deer Park ISD
    • 2. How the Brain Reads
    • 3. What Research Says works ?
      Multisensory Teaching Moats &Farrell
    • 4. CORE DYSLEXIA CHARACTERISTICS
      There is Not a Single Pattern that Identifies a Student with Dyslexia
    • 5. Dyslexia Defined
      dys—difficulty, hard
      lex—language, words
    • 6. Core Difficulties of Dyslexia
      Phonological processing
      (Hook, Macaruso, & Jones, 2001; Torgesen, 2002)
      Memory and retrieval difficulties
      (Hook, Macaruso, & Jones, 2001)
    • 7. How Widespread is Dyslexia?
      85% Likely to be dyslexic
      15-20% with
      reading disability
      School Population
    • 8. Dyslexia True and False Quiz
    • 9. Myths & Misconceptions About Dyslexia
      Does not exist – is merely a catch all term for learning problems
      Dyslexia cannot be diagnosed until a child is 8 to 11 years old.
      It’s a visual problem – people see and write letters and words backward.
      Forcing a student to read every day will make him or her a better reader.
    • 10. Primary Characteristic differences for Bilingual (Spanish /English)
      Fluency and Phonological Deficits are the major indicators.
    • 11. Data Gathering for Bilingual/ELL
      LPAC documentation
      Home Language Survey
      Assessment related to identification for ELL (formally called LEP/Limited English Proficiency)
      TAKS documentation when available
      Types of programming
      Student Language Proficiency
      TELPAS Dyslexia Handbook p. 7
    • 12. Who Assesses the Bilingual/ELLs?
    • 13. Living With Dyslexia: Video Clip
      Video: Living With Dyslexia
    • 14. Assessment Requirements
      Language of Instruction
      Oral proficiency
      Listening comprehension
      Trained personnel
    • 15. How is the Bilingual/ELL Student Identified?
      Dyslexia Handbook p.7
    • 16. Language of Intervention
      ENGLISH
      espaÑol
    • 17. DPISD Spanish Intervention Program
      ESPERANZA
      LECTURA PROACTIVO
      VOYAGER PASAPORTE
    • 18. Transfer to English
    • 19. There is Good News!
      The Good News is…
    • 20. Question & Answer Session

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