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Getting to know dyslexia
Getting to know dyslexia
Getting to know dyslexia
Getting to know dyslexia
Getting to know dyslexia
Getting to know dyslexia
Getting to know dyslexia
Getting to know dyslexia
Getting to know dyslexia
Getting to know dyslexia
Getting to know dyslexia
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Getting to know dyslexia

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  • Today we are going to discuss one particular aspect of dyslexia, how to assess for it, and what strategies can be used to help students. But, before we begin, we want to give you a brief overview of dyslexia: common symptoms, misconceptions, and our role as educators.
  • There are three areas of the brain that play an important role in reading development. Note the picture on the left, the area responsible for memories of whole words is in the far back of the brain. Now, look at the comparison on the right of a typical and dyslexic brain. The dyslexic student is missing connections needed for whole word recognition and will have to depend on other areas to make up for this deficit.
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    • 1. Getting to know dyslexia Rachel Smith By PresenterMedia.com
    • 2. Research‐based Assumptions about Dyslexia and Other Reading Difficulties (Moats , Carreker, Davis, Meisel, Spear-Swerling & Wilson, 2010) • Dyslexia is a language‐based disorder of learning to read and write originating from a core or basic problem with phonological processing intrinsic to the individual. Its primary symptoms are inaccurate and/or slow printed word recognition and poor spelling – problems that in turn affect reading fluency and comprehension and written expression. Other types of reading disabilities include specific difficulties with reading comprehension and/or speed of processing (reading fluency). These problems may exist in relative isolation or may overlap extensively in individuals with reading difficulties.
    • 3. Dyslexia often exists in individuals with aptitudes, talents, and abilities that enable them to be successful in many domains. Dyslexia often coexists with other developmental difficulties and disabilities, including problems with attention, memory, and executive function.
    • 4. Research‐based Assumptions about Dyslexia and Other Reading Difficulties (Moats , Carreker, Davis, Meisel, Spear-Swerling & Wilson, 2010) • Dyslexia exists on a continuum. Many students with milder forms of dyslexia are never officially diagnosed and are not eligible for special education services. • They deserve appropriate instruction in the regular classroom and through other intervention programs.
    • 5. •Appropriate recognition and treatment of dyslexia is the responsibility of all educators and support personnel in a school system, not just the reading or special education teacher. • Although early intervention is the most effective approach, individuals with dyslexia and other reading difficulties can be helped at any age.
    • 6. Facts About Dyslexia • The word dyslexia comes from the Greek language and means poor language. • Dyslexia is a life-long status, however, its impact can change at different stages in a person’s life. • Dyslexia is not due to either lack of intelligence or a desire to learn; with appropriate teaching methods dyslexics can learn successfully. • Early identification and treatment is the key to helping dyslexics achieve in school and in life.
    • 7. Information for Students What do you tell a student … • Dyslexia (say: dis-lek-see-uh) is a learning problem some kids have. Dyslexia makes it tough to read and spell. The problem is inside the brain, but it doesn't mean the person is dumb. Plenty of smart and talented people struggle with dyslexia.
    • 8. •Brain Development

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