Dyslexia%20 awareness%20training%202010 2011[1]

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  • Each student is unique and will exhibit some or many of the characteristics of dyslexia at various levels of impairment from mild to severe.
  • Dyslexia%20 awareness%20training%202010 2011[1]

    1. 1. Dyslexia Awareness
    2. 2. Definition <ul><li>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). </li></ul><ul><ul><li>*TEA Dyslexia Handbook Revised 2007 </li></ul></ul>
    3. 3. DYS = TROUBLE LEXIA = WORDS What Dyslexia IS <ul><li>A word level reading disorder caused by problems with phonological processing </li></ul><ul><li>An impairment that the student can adapt to with intervention </li></ul><ul><li>A condition that occurs in students with adequate intelligence </li></ul><ul><li>A disorder of neurologic origin </li></ul>
    4. 4. WHAT DYSLEXIA IS NOT DYSLEXIA… <ul><li>.. is NOT a “catch all” term for all reading disorders </li></ul><ul><li>.. is NOT gender prevalent – it does not occur more in boys than girls </li></ul><ul><li>.. is NOT outgrown or cured </li></ul><ul><li>.. is NOT caused by brain trauma </li></ul><ul><li>.. is NOT a visual problem </li></ul>
    5. 5. WHAT DYSLEXIA IS NOT DYSLEXIA… <ul><li>.. is NOT a lack of intelligence </li></ul><ul><li>.. is NOT due to a lack of effort </li></ul><ul><li>.. is NOT a developmental lag </li></ul><ul><li>.. is NOT uncommon: 5–17.5 % of population </li></ul><ul><li>.. is NOT responsive to standard reading instruction </li></ul>
    6. 6. STRENGTHS LEADERSHIP SKILLS THINKING “OUT OF THE BOX” PATTON CHURCHILL POLITICAL & MILITARY THOMAS EDISON BUSINESS SCIENTISTS & INVENTORS JFK TED TURNER THE PICTURE OF DYSLEXIA (ALL STRENGTHS DO NOT OCCUR FOR EVERYONE)
    7. 7. VISUOSPATIAL / MOTOR SKILLS SURGEONS ATHLETES NEUROSURGERY MOHAMMAD ALI NOLAN RYAN THE PICTURE OF DYSLEXIA (ALL STRENGTHS DO NOT OCCUR FOR EVERYONE) STRENGTHS
    8. 8. WRITTEN LANGUAGE CHALLENGES READING Mechanics Comprehension Speed Mechanics Speed SPELLING & WRITING Expressing Ideas THE PICTURE OF DYSLEXIA (ALL SYMPTOMS DO NOT OCCUR WITH EVERYONE)
    9. 9. Reading/Writing/Spelling Characteristics <ul><li>Difficulty reading single words in isolation </li></ul><ul><li>Difficulty accurately decoding nonsense or unfamiliar words </li></ul><ul><li>Slow, inaccurate, or labored oral reading (lack of reading fluency) </li></ul><ul><li>Difficulty learning to spell </li></ul>
    10. 10. Characteristics lead to … <ul><li>Variable degrees of difficulty with word recognition in isolation or in context </li></ul><ul><li>Variable difficulty with aspects of reading comprehension </li></ul><ul><li>Variable difficulty with aspects of written composition </li></ul><ul><li>A limited amount of time spent in reading activities </li></ul>
    11. 11. How can I help in the classroom? <ul><li>First, find out what each individual student’s strengths are. </li></ul><ul><li>Review their classroom Intervention Plan with your LA specialist. </li></ul><ul><li>Provide multi-sensory lesson strategies. </li></ul>
    12. 12. 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! WOW!

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