1) Language learning disorders like dyslexia affect around 20-30% of children and cause difficulties with reading, writing, and spelling due to problems with phonological processing.
2) Brain imaging has found neurological differences in the brains of those with dyslexia. Early intervention programs focusing on phonological awareness, decoding, and reading fluency can help train the brain to read more automatically.
3) Effective intervention requires early and intensive instruction in phonics, phonemic awareness, and reading strategies, along with accommodating student strengths and needs. Speech pathologists play an important role in providing targeted literacy support.
This document discusses learning disabilities/disorders. It defines learning disabilities as disorders that affect how a person takes in or expresses information. Specifically, it can impact reading, writing, math, listening, speaking, reasoning and organizational skills. The causes are neurological and genetic. Common types include dyslexia (reading), dyscalculia (math) and dysgraphia (writing). Treatments focus on individualized education plans, specialized instruction techniques, and continuous practice of skills. It's important to recognize learning disabilities to provide appropriate support and accommodations for those affected.
Surface dyslexia is a subtype of acquired dyslexia characterized by difficulty accessing the meanings of irregular words. It results from damage to the lexical reading route that recognizes words as whole units. There are two subtypes: dysfluent surface dyslexia involves regularization errors and impaired non-word reading. Fluent surface dyslexia only shows regularization errors for low-frequency irregular words and has intact non-word reading. The dual-route and connectionist models explain surface dyslexia differently, with the connectionist model accounting for the different profiles of the two subtypes based on divisions of labor within the model's computations.
Alistair J. Howitt-Marshall is an educational and developmental psychologist with extensive experience working in special needs education, offender rehabilitation, and private practice. He has a background in psychology, sociology, and educational psychology. He discusses dyslexia, including definitions, diagnostic criteria, cognitive characteristics, behavioral issues, screening tools, and rights under the Disability Standards for Education.
Specific learning disorder - reading disorder, mathematics disorder, and disorder of written expression and learning disorder NOS .
neurodevelopmental disorder produced by the interactions of genetic and environmental factors that influence the brain's ability to perceive or process verbal and nonverbal information efficiently.
This document discusses recognizing and overcoming reading problems. It provides signs that a child may be struggling with reading, such as difficulty with rhyming, hearing sounds, or retelling stories. It also discusses the physical and linguistic causes of reading difficulties like dyslexia. Several effective reading intervention programs are described, including Reading Recovery and READ 180, which provide explicit phonics instruction and show improvements in reading scores. The document concludes with ideas for teachers to help students with reading problems, such as using multisensory instruction, developing rapport, and recognizing their potential beyond performance.
This document provides a teaching framework for instructing students with dyslexia in English language. It discusses key aspects to consider like the language components, characteristics of dyslexia, theories of language learning, and strategies to use. Specific techniques mentioned include using pictures, response to intervention with multi-tiered instruction, shaping behaviors, and cueing. A variety of hands-on activities are suggested to engage multiple learning styles like audio books, clay models, note cards, and sand trays. The framework aims to support an individualized approach based on theories of behaviorism, critical period, and socio-cultural influences.
This document provides an overview of learning disabilities (LD), including the types of disorders, facts about LD, the history and legislation surrounding LD, research in various areas related to LD, preventing misdiagnosis, definitions, and resources and strategies. It discusses topics such as brain injuries causing atypical information processing, 2.4 million US students having LD diagnoses, the 1969 law mandating support services, and research in the 1930s-40s linking visual processing to brain injury.
This document discusses learning disabilities/disorders. It defines learning disabilities as disorders that affect how a person takes in or expresses information. Specifically, it can impact reading, writing, math, listening, speaking, reasoning and organizational skills. The causes are neurological and genetic. Common types include dyslexia (reading), dyscalculia (math) and dysgraphia (writing). Treatments focus on individualized education plans, specialized instruction techniques, and continuous practice of skills. It's important to recognize learning disabilities to provide appropriate support and accommodations for those affected.
Surface dyslexia is a subtype of acquired dyslexia characterized by difficulty accessing the meanings of irregular words. It results from damage to the lexical reading route that recognizes words as whole units. There are two subtypes: dysfluent surface dyslexia involves regularization errors and impaired non-word reading. Fluent surface dyslexia only shows regularization errors for low-frequency irregular words and has intact non-word reading. The dual-route and connectionist models explain surface dyslexia differently, with the connectionist model accounting for the different profiles of the two subtypes based on divisions of labor within the model's computations.
Alistair J. Howitt-Marshall is an educational and developmental psychologist with extensive experience working in special needs education, offender rehabilitation, and private practice. He has a background in psychology, sociology, and educational psychology. He discusses dyslexia, including definitions, diagnostic criteria, cognitive characteristics, behavioral issues, screening tools, and rights under the Disability Standards for Education.
Specific learning disorder - reading disorder, mathematics disorder, and disorder of written expression and learning disorder NOS .
neurodevelopmental disorder produced by the interactions of genetic and environmental factors that influence the brain's ability to perceive or process verbal and nonverbal information efficiently.
This document discusses recognizing and overcoming reading problems. It provides signs that a child may be struggling with reading, such as difficulty with rhyming, hearing sounds, or retelling stories. It also discusses the physical and linguistic causes of reading difficulties like dyslexia. Several effective reading intervention programs are described, including Reading Recovery and READ 180, which provide explicit phonics instruction and show improvements in reading scores. The document concludes with ideas for teachers to help students with reading problems, such as using multisensory instruction, developing rapport, and recognizing their potential beyond performance.
This document provides a teaching framework for instructing students with dyslexia in English language. It discusses key aspects to consider like the language components, characteristics of dyslexia, theories of language learning, and strategies to use. Specific techniques mentioned include using pictures, response to intervention with multi-tiered instruction, shaping behaviors, and cueing. A variety of hands-on activities are suggested to engage multiple learning styles like audio books, clay models, note cards, and sand trays. The framework aims to support an individualized approach based on theories of behaviorism, critical period, and socio-cultural influences.
This document provides an overview of learning disabilities (LD), including the types of disorders, facts about LD, the history and legislation surrounding LD, research in various areas related to LD, preventing misdiagnosis, definitions, and resources and strategies. It discusses topics such as brain injuries causing atypical information processing, 2.4 million US students having LD diagnoses, the 1969 law mandating support services, and research in the 1930s-40s linking visual processing to brain injury.
This document discusses dyslexia, a learning disability that causes difficulties with reading, writing, and spelling. It defines dyslexia as a language-based condition resulting from differences in brain development and function that make it hard to match letters with sounds. The effects of dyslexia vary but include struggles with reading fluency, comprehension, spelling, writing, and sometimes math. Early identification and treatment using multisensory structured language lessons can help dyslexic individuals learn successfully. Laws like the IDEA and ADA protect dyslexic students' rights to special education services.
This document discusses dyslexia, including its characteristics, signs, potential causes, and treatments. It summarizes two studies that found fatty acid supplementation, particularly omega-3, improved reading speed, motor skills, and behavior in children with dyslexia or developmental coordination disorder. The document also notes famous historical figures who achieved success despite having dyslexia.
This document discusses dyslexia, including what it is, how it manifests, and requirements for identifying and instructing students with dyslexia. It defines dyslexia as a learning difference involving problems with language processing and defines common difficulties students with dyslexia experience, like with phonological awareness, decoding, fluency, comprehension, and spelling. It outlines the qualification process for identifying dyslexia, which involves teacher and parent input, assessing the student's reading and language skills, and reviewing data. Schools are required to notify parents throughout the process and provide appropriate instruction programs for students with dyslexia once identified.
This document provides an overview of dyslexia, including what it is, common causes and areas of weakness and strength. It outlines indicators of dyslexia in primary learners for general issues, written work, reading, numeracy and behavior. It describes the role of the Special Needs Officer in providing specialized instruction, screening and supporting students. Teaching suggestions are provided to help dyslexic learners, and examples are given of historically successful people who had dyslexia, such as Leonardo da Vinci, Thomas Edison and Whoopi Goldberg.
Special Ed Expo - dyslexia presentationbenitaranzon
This document provides strategies for teaching students with dyslexia. It begins by defining dyslexia and discussing how it is diagnosed. Common co-occurring conditions are also identified. The document emphasizes the importance of explicit phonics instruction, developing phonological awareness, and using structured phonics readers. A variety of classroom accommodations and interventions are recommended for primary students with dyslexia, including systematic, multisensory instruction in letter-sound relationships, blending, and sight words.
characteristic and identification of students with LDsUsman Khan
what is learning disability
types of learning disabilities
characteristics of children with learning disabilities
Identification of students with learning disabilities
This document provides an overview of a training module on dyslexia for teachers. It defines dyslexia as a learning difficulty affecting reading, spelling, and related skills. Key characteristics include difficulties with phonological awareness, memory, and processing speed. The definition emphasizes dyslexia exists on a continuum and impacts individuals differently. Common signs identified in students include problems with phonological skills, memory, processing, coordination, concentration, organization and emotional issues. The module explores causes of dyslexia and co-occurring difficulties students may face.
This document discusses considerations for differentiating between language acquisition issues and learning disabilities in English language learners (ELLs). It notes that ELLs are often over-referred to special education due to language barriers being mistaken for disabilities. The document provides recommendations for teachers to consider, including assessing students' first language literacy, allowing adequate time for English acquisition, checking for social/cultural barriers, conducting proper assessments, and ensuring high-quality language instruction strategies are employed before considering a disability. It emphasizes the cognitive challenges of acquiring academic language and recommends seeing all ELLs as having a type of "learning disability" in their second language.
This document discusses dyslexia, a learning disability that causes difficulties with reading, writing, and spelling. It defines dyslexia as a language-based condition resulting from differences in brain development and function that make it hard to match letters with sounds. The effects of dyslexia vary but include struggles with reading fluency, comprehension, spelling, writing, and sometimes math. Early identification and treatment using multisensory structured language lessons can help dyslexic individuals learn successfully. Laws like the IDEA and ADA protect dyslexic students' rights to special education services.
This document discusses dyslexia, a learning disability that causes difficulties with reading, writing, and spelling. It defines dyslexia as a language-based condition resulting from differences in brain development and function that make it hard to match letters with sounds. The effects of dyslexia vary but include struggles with reading fluency, comprehension, spelling, writing, and sometimes math. Early identification and treatment using multisensory structured language lessons can help dyslexic individuals learn successfully. Laws like the IDEA and ADA protect dyslexic students' rights to special education services.
This is a small group work during my 1st year for Understanding Human Behavior subject. Our topic was related to IQ and IQ test. We covered some important parts about IQ and IQ test.
Dyslexia is a neurobiological learning disability that affects reading and language processing skills. It is characterized by difficulties with letter recognition, spelling, and reading comprehension. Art therapy was used to treat a 7-year-old boy named Ben who had dyslexia. Therapy sessions incorporated visual art, music, and activities to practice reading and writing. Over 12 months of therapy, Ben showed improved engagement, self-esteem, and motivation to learn. His difficulties with reading and writing functions also improved.
A review of dyslexia in dyslexia across different languages, the characteristics that distinguish these students with dyslexia from ELLs without dyslexia and the teaching strategies that work with both groups.
The Reading League is a new non-profit organization focused on teaching people to read and supporting teachers. The organization was formed by a team that includes literacy coaches, professors, and parents of children with dyslexia. They have established a website, social media presence, and begun holding events to share knowledge about evidence-based reading instruction and assessment. Going forward, they plan to expand their outreach through increased online presence and collaboration with other organizations, pursue funding, and provide free professional development and resources to teachers and interventionists. Their goal is to help transform reading instruction through design informed by research.
Learning disabilities can affect different areas including reading, writing, math, motor skills, and communication. They are caused by various biomedical, developmental, behavioral, emotional, social, and environmental factors. Signs include academic achievement lower than potential, perceptual and motor impairments, emotional issues, and speech or language disorders. Specific learning disabilities involve difficulties with auditory and visual perception, integrative processing, memory, expressive language, and motor skills. Management requires specialized teaching strategies tailored to the individual's needs such as multisensory learning, structured environments, and breaking down skills into steps.
Dyslexia is a neurological learning difference that causes unexpected difficulties with literacy and numeracy skills despite normal intelligence. It involves difficulties with reading, spelling, writing, organization, memory, and processing speed. Dyslexia is hereditary and affects people of all backgrounds. While there is no cure, coping strategies can help dyslexic individuals learn. Dyslexia is a different way of thinking and learning that also involves strengths in creativity, problem-solving, and holistic thinking. Teachers need to provide a multisensory learning environment tailored to individual student's needs.
Dyslexia is a learning disability that makes it difficult to read or spell. There are different types of dyslexia that can cause problems like difficulty learning letters and reading sentences in the correct order. Dyslexia can be developmental, caused by brain injury or failure to keep up with reading instruction. It affects how visual information is processed and can result in issues like reading words as fragments from different lines. Famous people who had dyslexia include Albert Einstein and Thomas Edison.
The document discusses the science of reading and how it relates to reading instruction. It begins by outlining the objectives of understanding what the science of reading is, the importance of scientific evidence, how the reading brain develops, and why reading is not a natural process. It then discusses the structure and functions of the brain, differences between the left and right hemispheres, motor learning, perception, and visual and auditory processing. The key aspects of the science of reading are that reading must be explicitly taught, as it is not innate, and that the reading brain connects vision and speech. Effective reading instruction teaches phonological awareness, phonics, fluency, vocabulary and comprehension using explicit instruction.
This document discusses dyslexia, a learning disability that causes difficulties with reading, writing, and spelling. It defines dyslexia as a language-based condition resulting from differences in brain development and function that make it hard to match letters with sounds. The effects of dyslexia vary but include struggles with reading fluency, comprehension, spelling, writing, and sometimes math. Early identification and treatment using multisensory structured language lessons can help dyslexic individuals learn successfully. Laws like the IDEA and ADA protect dyslexic students' rights to special education services.
This document discusses dyslexia, including its characteristics, signs, potential causes, and treatments. It summarizes two studies that found fatty acid supplementation, particularly omega-3, improved reading speed, motor skills, and behavior in children with dyslexia or developmental coordination disorder. The document also notes famous historical figures who achieved success despite having dyslexia.
This document discusses dyslexia, including what it is, how it manifests, and requirements for identifying and instructing students with dyslexia. It defines dyslexia as a learning difference involving problems with language processing and defines common difficulties students with dyslexia experience, like with phonological awareness, decoding, fluency, comprehension, and spelling. It outlines the qualification process for identifying dyslexia, which involves teacher and parent input, assessing the student's reading and language skills, and reviewing data. Schools are required to notify parents throughout the process and provide appropriate instruction programs for students with dyslexia once identified.
This document provides an overview of dyslexia, including what it is, common causes and areas of weakness and strength. It outlines indicators of dyslexia in primary learners for general issues, written work, reading, numeracy and behavior. It describes the role of the Special Needs Officer in providing specialized instruction, screening and supporting students. Teaching suggestions are provided to help dyslexic learners, and examples are given of historically successful people who had dyslexia, such as Leonardo da Vinci, Thomas Edison and Whoopi Goldberg.
Special Ed Expo - dyslexia presentationbenitaranzon
This document provides strategies for teaching students with dyslexia. It begins by defining dyslexia and discussing how it is diagnosed. Common co-occurring conditions are also identified. The document emphasizes the importance of explicit phonics instruction, developing phonological awareness, and using structured phonics readers. A variety of classroom accommodations and interventions are recommended for primary students with dyslexia, including systematic, multisensory instruction in letter-sound relationships, blending, and sight words.
characteristic and identification of students with LDsUsman Khan
what is learning disability
types of learning disabilities
characteristics of children with learning disabilities
Identification of students with learning disabilities
This document provides an overview of a training module on dyslexia for teachers. It defines dyslexia as a learning difficulty affecting reading, spelling, and related skills. Key characteristics include difficulties with phonological awareness, memory, and processing speed. The definition emphasizes dyslexia exists on a continuum and impacts individuals differently. Common signs identified in students include problems with phonological skills, memory, processing, coordination, concentration, organization and emotional issues. The module explores causes of dyslexia and co-occurring difficulties students may face.
This document discusses considerations for differentiating between language acquisition issues and learning disabilities in English language learners (ELLs). It notes that ELLs are often over-referred to special education due to language barriers being mistaken for disabilities. The document provides recommendations for teachers to consider, including assessing students' first language literacy, allowing adequate time for English acquisition, checking for social/cultural barriers, conducting proper assessments, and ensuring high-quality language instruction strategies are employed before considering a disability. It emphasizes the cognitive challenges of acquiring academic language and recommends seeing all ELLs as having a type of "learning disability" in their second language.
This document discusses dyslexia, a learning disability that causes difficulties with reading, writing, and spelling. It defines dyslexia as a language-based condition resulting from differences in brain development and function that make it hard to match letters with sounds. The effects of dyslexia vary but include struggles with reading fluency, comprehension, spelling, writing, and sometimes math. Early identification and treatment using multisensory structured language lessons can help dyslexic individuals learn successfully. Laws like the IDEA and ADA protect dyslexic students' rights to special education services.
This document discusses dyslexia, a learning disability that causes difficulties with reading, writing, and spelling. It defines dyslexia as a language-based condition resulting from differences in brain development and function that make it hard to match letters with sounds. The effects of dyslexia vary but include struggles with reading fluency, comprehension, spelling, writing, and sometimes math. Early identification and treatment using multisensory structured language lessons can help dyslexic individuals learn successfully. Laws like the IDEA and ADA protect dyslexic students' rights to special education services.
This is a small group work during my 1st year for Understanding Human Behavior subject. Our topic was related to IQ and IQ test. We covered some important parts about IQ and IQ test.
Dyslexia is a neurobiological learning disability that affects reading and language processing skills. It is characterized by difficulties with letter recognition, spelling, and reading comprehension. Art therapy was used to treat a 7-year-old boy named Ben who had dyslexia. Therapy sessions incorporated visual art, music, and activities to practice reading and writing. Over 12 months of therapy, Ben showed improved engagement, self-esteem, and motivation to learn. His difficulties with reading and writing functions also improved.
A review of dyslexia in dyslexia across different languages, the characteristics that distinguish these students with dyslexia from ELLs without dyslexia and the teaching strategies that work with both groups.
The Reading League is a new non-profit organization focused on teaching people to read and supporting teachers. The organization was formed by a team that includes literacy coaches, professors, and parents of children with dyslexia. They have established a website, social media presence, and begun holding events to share knowledge about evidence-based reading instruction and assessment. Going forward, they plan to expand their outreach through increased online presence and collaboration with other organizations, pursue funding, and provide free professional development and resources to teachers and interventionists. Their goal is to help transform reading instruction through design informed by research.
Learning disabilities can affect different areas including reading, writing, math, motor skills, and communication. They are caused by various biomedical, developmental, behavioral, emotional, social, and environmental factors. Signs include academic achievement lower than potential, perceptual and motor impairments, emotional issues, and speech or language disorders. Specific learning disabilities involve difficulties with auditory and visual perception, integrative processing, memory, expressive language, and motor skills. Management requires specialized teaching strategies tailored to the individual's needs such as multisensory learning, structured environments, and breaking down skills into steps.
Dyslexia is a neurological learning difference that causes unexpected difficulties with literacy and numeracy skills despite normal intelligence. It involves difficulties with reading, spelling, writing, organization, memory, and processing speed. Dyslexia is hereditary and affects people of all backgrounds. While there is no cure, coping strategies can help dyslexic individuals learn. Dyslexia is a different way of thinking and learning that also involves strengths in creativity, problem-solving, and holistic thinking. Teachers need to provide a multisensory learning environment tailored to individual student's needs.
Dyslexia is a learning disability that makes it difficult to read or spell. There are different types of dyslexia that can cause problems like difficulty learning letters and reading sentences in the correct order. Dyslexia can be developmental, caused by brain injury or failure to keep up with reading instruction. It affects how visual information is processed and can result in issues like reading words as fragments from different lines. Famous people who had dyslexia include Albert Einstein and Thomas Edison.
The document discusses the science of reading and how it relates to reading instruction. It begins by outlining the objectives of understanding what the science of reading is, the importance of scientific evidence, how the reading brain develops, and why reading is not a natural process. It then discusses the structure and functions of the brain, differences between the left and right hemispheres, motor learning, perception, and visual and auditory processing. The key aspects of the science of reading are that reading must be explicitly taught, as it is not innate, and that the reading brain connects vision and speech. Effective reading instruction teaches phonological awareness, phonics, fluency, vocabulary and comprehension using explicit instruction.
The document provides an overview of the science of reading from the perspective of brain development and functioning. It discusses that:
1. Reading requires explicitly teaching the connections between sounds and letters since reading is not a natural process, unlike speaking. The reading brain must be developed through instruction.
2. Three key areas in the brain are involved in reading: the phonological processor for speech, orthographic processor for vision, and the phonological assembly region that connects them.
3. The simple view of reading model illustrates how decoding, language comprehension, and background knowledge interact for reading comprehension.
4. Effective reading instruction includes teaching phonological awareness, systematic phonics, fluency, vocabulary, and comprehension through explicit
Dyslexia is a neurological condition that impairs a person's ability to read, write, and spell. It is caused by genetic anomalies in areas of the brain related to language processing. There are several proposed models to explain dyslexia, including a phonological model which argues dyslexics have an impaired ability to connect letters to sounds, preventing word identification and comprehension. Dyslexia is diagnosed through tests that evaluate a person's reading ability compared to their intelligence. Treatments focus on strengthening weaknesses, such as using multisensory techniques to help connect letters to sounds. There is no cure for dyslexia, but treatment plans involving specialized instruction can help dyslexic individuals learn compensatory strategies.
This document discusses recognizing and overcoming reading problems. It provides signs that a child may be struggling with reading, such as difficulty with rhyming, hearing sounds, or retelling stories. It also discusses causes of reading difficulties like phonological or phonemic awareness deficits. The document outlines what beginning readers need to learn, such as letter sounds and comprehension skills. Effective intervention programs are described, including Reading Recovery and READ 180. Suggestions are provided for teachers to help students with reading problems, such as using a multisensory approach, developing rapport, and involving parents.
This document discusses recognizing and overcoming reading problems. It provides signs that a child may be struggling with reading, such as difficulty with rhyming, hearing sounds, or retelling stories. It also discusses the physical and linguistic causes of reading difficulties like dyslexia. Some effective reading intervention programs mentioned are Reading Recovery, Success for ALL, and READ 180. The document provides ideas for teachers to help students with reading problems, such as using a multisensory approach, developing rapport, and involving parents.
Dyslexia and dysgraphia are learning disabilities that affect reading, writing, and language processing. Dyslexia is characterized by difficulties with phonological processing, word recognition, spelling, and fluency. It is often inherited and affects areas of the brain involved in language processing. Dysgraphia causes problems with handwriting and written expression due to visual-motor challenges. Both disabilities can be identified through assessments of language skills, reading, writing, and cognitive abilities. Interventions include targeted instruction in phonics, reading fluency, spelling, handwriting, and use of accommodations such as extra time or keyboards.
Identifying and supporting children with language difficultiesCandKAus
This document discusses identifying and supporting children with language difficulties. It covers the key components of language including speech, language, receptive and expressive language. It defines language disorder and delay and discusses implications such as academic, social and vocational challenges. It provides strategies for teachers such as using visual supports, multi-sensory experiences, essential knowledge and clear instructions. Recognizing language difficulties early and getting support is important for children's learning and development.
The document discusses factors that can contribute to struggling readers, including social/cultural differences, cognitive characteristics, and differences in learning contexts. It describes how social factors like SES, language spoken at home, and parent expectations can impact literacy development. Cognitive issues including short-term memory, attention, language processing abilities, and vocabulary can also affect reading. The brain structures and processes involved in reading are reviewed, showing differences in brain activation between fluent and struggling readers. Effective instruction for struggling readers should explicitly teach skills, include connected reading practice, use mastery learning, and engage/motivate students. Early identification of issues is important to prevent long-term negative effects.
specific language impairment is language impairment and delay in children. language has 5 components like morphology, syntax, phonology, semantics and pragmatics. any deficit in these components can lead to specific language impairment.
early intervention for language disorder is always recommended for faster recovery and better outcome results.
1. Learning disorders affect how children learn and process information. They include dyslexia, dyscalculia, dysgraphia, and dyspraxia.
2. Diagnosis involves testing by specialists like psychologists or psychiatrists to assess cognitive abilities, reading, writing, and math skills.
3. Interventions focus on strengthening underlying skills and can include tutoring, accommodations at school, and training parents to support the child at home.
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.
What is dyslexia? How can I know the symptoms and affects on reading? Are there real solutions that can help my students or child?
For answers to these and other questions, we are offering a free, exclusive web presentation on dyslexia.
This document provides strategies for speech language pathologists to support students with reading difficulties. It discusses the components of reading comprehension, including background knowledge, phonological awareness, decoding, fluency, and vocabulary. For each component, it identifies potential areas of difficulty for students and provides strategies SLPs can use to assess and support students. These include pre-teaching activities, modeling fluent reading, teaching spelling patterns, and incorporating vocabulary instruction across disciplines. References are also provided on effective practices for developing these reading skills in students.
Renee Matlock, Executive Director of Speech Plus and speech-language pathologist is a Dyslexia Specialist. In the following presentation, Renee separates fact from fiction, helping parents navigate the "Dyslexia maze" and discussing what Dyslexia really is, how Dyslexia is diagnosed and more!
This document discusses communication disorders, their prevalence, and how they are evaluated and accommodated for in students. It notes that approximately 16% of Americans have a communication disorder, which can impact academic performance. Communication disorders are evaluated through observations, screenings, prereferrals, and formal assessments. Evaluations consider cultural and linguistic factors for ELL students. Accommodations may include changes to presentation, response, setting, and the use of assistive technology.
Intervensi adalah bentuk hambatan yang mungkin dialami peserta didik dalam proses pembelajaran. Hal ini sangat berdampak dalam proses pendidikan, karena bisa menghambat perkembangan serta proses belajar. Intervensi dilakukan setelah asesmen dilakukan.
This document discusses five elements of a balanced literacy program: phonemic awareness, phonics, fluency, vocabulary, and comprehension. It provides details on phonemic awareness, including definitions, instructional resources and strategies, and assessment strategies. Phonemic awareness is the ability to identify and manipulate sounds in words. Developing phonemic awareness is important for learning to read. The document describes assessment tools like DIBELS that can measure phonemic awareness skills.
Similar to Dare2 read parent information evening (20)
- Video recording of this lecture in English language: https://youtu.be/Pt1nA32sdHQ
- Video recording of this lecture in Arabic language: https://youtu.be/uFdc9F0rlP0
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
STUDIES IN SUPPORT OF SPECIAL POPULATIONS: GERIATRICS E7shruti jagirdar
Unit 4: MRA 103T Regulatory affairs
This guideline is directed principally toward new Molecular Entities that are
likely to have significant use in the elderly, either because the disease intended
to be treated is characteristically a disease of aging ( e.g., Alzheimer's disease) or
because the population to be treated is known to include substantial numbers of
geriatric patients (e.g., hypertension).
“Psychiatry and the Humanities”: An Innovative Course at the University of Mo...Université de Montréal
“Psychiatry and the Humanities”: An Innovative Course at the University of Montreal Expanding the medical model to embrace the humanities. Link: https://www.psychiatrictimes.com/view/-psychiatry-and-the-humanities-an-innovative-course-at-the-university-of-montreal
Are you looking for a long-lasting solution to your missing tooth?
Dental implants are the most common type of method for replacing the missing tooth. Unlike dentures or bridges, implants are surgically placed in the jawbone. In layman’s terms, a dental implant is similar to the natural root of the tooth. It offers a stable foundation for the artificial tooth giving it the look, feel, and function similar to the natural tooth.
These lecture slides, by Dr Sidra Arshad, offer a simplified look into the mechanisms involved in the regulation of respiration:
Learning objectives:
1. Describe the organisation of respiratory center
2. Describe the nervous control of inspiration and respiratory rhythm
3. Describe the functions of the dorsal and respiratory groups of neurons
4. Describe the influences of the Pneumotaxic and Apneustic centers
5. Explain the role of Hering-Breur inflation reflex in regulation of inspiration
6. Explain the role of central chemoreceptors in regulation of respiration
7. Explain the role of peripheral chemoreceptors in regulation of respiration
8. Explain the regulation of respiration during exercise
9. Integrate the respiratory regulatory mechanisms
10. Describe the Cheyne-Stokes breathing
Study Resources:
1. Chapter 42, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 36, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 13, Human Physiology by Lauralee Sherwood, 9th edition
Osvaldo Bernardo Muchanga-GASTROINTESTINAL INFECTIONS AND GASTRITIS-2024.pdfOsvaldo Bernardo Muchanga
GASTROINTESTINAL INFECTIONS AND GASTRITIS
Osvaldo Bernardo Muchanga
Gastrointestinal Infections
GASTROINTESTINAL INFECTIONS result from the ingestion of pathogens that cause infections at the level of this tract, generally being transmitted by food, water and hands contaminated by microorganisms such as E. coli, Salmonella, Shigella, Vibrio cholerae, Campylobacter, Staphylococcus, Rotavirus among others that are generally contained in feces, thus configuring a FECAL-ORAL type of transmission.
Among the factors that lead to the occurrence of gastrointestinal infections are the hygienic and sanitary deficiencies that characterize our markets and other places where raw or cooked food is sold, poor environmental sanitation in communities, deficiencies in water treatment (or in the process of its plumbing), risky hygienic-sanitary habits (not washing hands after major and/or minor needs), among others.
These are generally consequences (signs and symptoms) resulting from gastrointestinal infections: diarrhea, vomiting, fever and malaise, among others.
The treatment consists of replacing lost liquids and electrolytes (drinking drinking water and other recommended liquids, including consumption of juicy fruits such as papayas, apples, pears, among others that contain water in their composition).
To prevent this, it is necessary to promote health education, improve the hygienic-sanitary conditions of markets and communities in general as a way of promoting, preserving and prolonging PUBLIC HEALTH.
Gastritis and Gastric Health
Gastric Health is one of the most relevant concerns in human health, with gastrointestinal infections being among the main illnesses that affect humans.
Among gastric problems, we have GASTRITIS AND GASTRIC ULCERS as the main public health problems. Gastritis and gastric ulcers normally result from inflammation and corrosion of the walls of the stomach (gastric mucosa) and are generally associated (caused) by the bacterium Helicobacter pylor, which, according to the literature, this bacterium settles on these walls (of the stomach) and starts to release urease that ends up altering the normal pH of the stomach (acid), which leads to inflammation and corrosion of the mucous membranes and consequent gastritis or ulcers, respectively.
In addition to bacterial infections, gastritis and gastric ulcers are associated with several factors, with emphasis on prolonged fasting, chemical substances including drugs, alcohol, foods with strong seasonings including chilli, which ends up causing inflammation of the stomach walls and/or corrosion. of the same, resulting in the appearance of wounds and consequent gastritis or ulcers, respectively.
Among patients with gastritis and/or ulcers, one of the dilemmas is associated with the foods to consume in order to minimize the sensation of pain and discomfort.
Giloy in Ayurveda - Classical Categorization and SynonymsPlanet Ayurveda
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Dare2 read parent information evening
1. LANGUAGE LEARNING DISORDERS
Understanding language difficulties and
current evidence-based teaching practice
University of Queensland
Speech Pathology Presentation
2008
Christine Barrett and Samantha Short
(4th year Speech Pathology)
3. DEFINITIONS
Learning Disorder (LD)
•Unexpected difficulty relative to age and other
abilities to learn in school (Listening, reading,
mathematics, social skills)
Language Learning Disorder (LLD)
•Learning difficulty that primarily affects
language-based skills such as reading, writing,
spelling
Dyslexia
•Specific language-based disorder characterised
by difficulties in single word decoding, usually
reflecting difficulties in phonological processing
abilities
(Paul, 2005)
5. STATISTICS
•70 to 80% of children learn how to
transform printed symbols into a phonetic
code without much difficulty (Shaywitz,
2003)
And the remaining 20-30%???
6. STATISTICS
•Around 20 to 30% of children need a
specific reading instruction (Mather, 1992)
•Up to 1/3 of the world’s population remains
illiterate (Roselli, 1993)
•20-30% of Australian children have difficulty
learning to read (Westwood, 2001)
•Even when good classroom instruction is
delivered in preschool and kindergarten,
approx 20% of children fail to acquire
adequate phonological awareness skills
(Schuele & Boudreau, 2008).
7. BASICS OF READING
There are two major components in
the reading process:
Decoding - results in word identification
Comprehension - results in deriving
meaning
(Shaywitz, 2003)
9. THINGS YOU MAY NOTICE IN THE CHILD
WITH LLD/DYSLEXIA…
• Insensitivity to rhyme
• Trouble learning letters/ sounds of
alphabet
• Failure to understand that words come
apart
• Inability to match letters to sounds
• No word attack strategies for unfamiliar
words
• Miss chunks of words (eg get first & last
bits but miss middle)
• Phonetic errors - look similar, sound
very different (eg gorse & goose)
10. THINGS YOU MAY NOTICE IN THE CHILD
WITH LLD/DYSLEXIA…
•Educated guessing of a word
(when reading) from the first
letter/sound/syllable
•Family history
•Good at verbal activities and
not so good at written activities
•Avoidance of reading
• Terror about reading aloud
(O’Keeffe)
11. AREAS FOR ASSESSMENT OF A CHILD WITH
SUSPECTED LLD/DYSLEXIA
•Cognition
•Speech and language/PA skills
•Memory
•Visual perceptual skills
•Fine motor skills
•Case history (family history and
child history)
(O’Keeffe)
13. SUSPECT THEORIES ???
•Magnocellular Theory
•Scotopic Sensitivity Syndrome
•Cerebellar Developmental Delay
•There is no doubt that the core
problem in dyslexia is phonologic
(i.e. related to sound awareness and
manipulation)
14. What we do know comes
from studies using fMRI…
16. WHAT WE DO KNOW
•fMRI imaging has identified 3 reading pathways
in the brain’s left hemisphere
•Dorsal parietal-temporal system - word
analysis – beginner reader area e.g.
‘dog’ reading by linking sounds to letters
•Ventral occipito-temporal system - word form
- an automatic pathway used by skilled readers
once they have a stable neural representation
of the word (spelling, presentation and
meaning activated on sight of word)
e.g. ‘d-o-g’ – furry animal, pet, barks
•Left inferior frontal gyrus - articulation and
word analysis – strategy used by skilled
readers allowing them to slowly analyse
(Shaywitz, 2003) unknown word
17. BA - Inferior frontal gyrus
Parietal-temporal
ARTICULATION / WORD (Dorsal) region
ANALYSIS
WORD ANALYSIS
Three Regions Occipito-temporal (Ventral)
region WORD FORM
of Interest
18. WHAT WE DO KNOW
Good readers use these three areas to
decode words
Therefore reading is easier and more
fluent
Poor readers rely more on the front
and right side of the brain to decode
words as a compensatory mechanism.
This system is functional but is not
automatic.
Reading is less efficient and therefore less
fluent.
(Hammond, 2002)
19. WHAT WE DO KNOW
•fMRI examination shows neural differences
in the structure of the brains of people with
dyslexia (reading problems) when compared
to people who do not have dyslexia.
•The complexity of the brain and its
development presents numerous
opportunities for faulty wiring to be present.
•Different degrees of dyslexia occur with
variations in faulty wiring.
•Impaired phonological processing leads to a
“hazy” mental representation of a word
which interferes with the formation of a
stable neural model of the word.
(Shaywitz, 2003)
20. WHAT WE DO KNOW
•Neurological evidence exists showing that
there are gender differences in brain activation
patterns when completing phonological tasks:
•Females – activate the right and left sides of
the brain while
•Males – only activate the left hemisphere
•Neurobiological proof also shows that same
posterior brain disruption seen in children with
dyslexia is also seen in adults with dyslexia.
This shows that reading problems do not ‘go
away.’
(Shaywitz, 2003)
21. INTERVENTION
A good program:
Identifies
→Weakness in getting to the sounds of words
→Strengths in thinking and reasoning
Provides
→Early help for the weakness
→Accommodations to help access strengths
•Overall, focuses on both strengths and
weaknesses!!!
(Shaywitz, 2003)
22. INTERVENTION
Basic ingredients of a good program
(from what we do know):
•Early intervention
•Over-learning
•Individualised
•Systematic and explicit instructions
•Consistency (in teacher/aide)
•High intensity
•Teacher knowledge and experience
(National Institute of Child Health and Human Development)
www.nichd.nih.gov/publications/nrp/smallbook.cfm
23. INTERVENTION
•fMRI studies have shown that with early,
effective intervention:
•Children can develop into accurate and
fluent readers.
•Can be trained to use the automatic
reading pathway at the back of their
brain.
•So intervention with these children is
effective and makes lifelong changes
to a child’s academic success
(Shaywitz, 2003)
24. INTERVENTION
Specific ingredients of a good
speech/language program:
•Oral reading with feedback
•Accommodation for student needs
•Strengthen student strengths
•Specific and explicit instructions in
phonics
phonemic awareness
decoding
rote learning
vocab expansion
reading comprehension strategies
written composition training
(National Institute of Child Health and Human Development)
www.nichd.nih.gov/publications/nrp/smallbook.cfm
25. SPEECH PATHOLOGY – TEACHER COLLABORATION
•Teachers are rarely able to provide such
appropriately focused and sufficiently
intensive instruction within the constraints
of their classroom.
•Speech pathologists have the benefit of
working intensively with individual
children. They can implement specific
strategies designed to target individual
needs.
(Speech Pathology Australia, National Inquiry into the
Teaching of Literacy, 2005)
26. LANGUAGE DISORDER INTERVENTION
•A challenge for everyone providing PA
intervention is that there is a lot of
information on WHAT to teach and not
much on HOW to teach it.
•As a starting point, refer to your ‘Beyond
the Basics’ handout which includes:
•Example instructional dialogues
•Steps for teaching PA skills
•Types of modelling strategies
•Instructional sequences for PA intervention
•Tips for responding to errors
•Scaffolding tips
•These basic strategies can be applied to
working with anyone with reading difficulties
(Scheule & Boudreau, 2008)
27. LANGUAGE DISORDER INTERVENTION
SOME TIPS:
•Teach, don’t test: Demonstrate repeatedly
the process by which one “solves”
phonological awareness tasks.
•Plan strategic instruction: Carefully order
instructional activities within each step of
the instructional sequence (and instructional
stimuli within activities)
•Scaffold children’s success: Respond
strategically to children’s errors and correct
responses. Consider also that accurate
responses or answers may not always reflect
successful learning.
(Scheule & Boudreau, 2008)
29. RECOMMENDED RESOURCES AND REFERENCES
Castles, A. & Coltheart, M. (2004). Is there a causal link from phonological
awareness to success in reading? Cognition, 91, 77-111.
Cirrin, F.M., Gillam, R.B. (2008). Language intervention practices for school-
age children with spoken language disorders: A systematic review.
Language, speech and hearing services in schools. 39, 1, s110-s137.
Gillon, G.T. & McNeill, B.C. (2007). Integrated Phonological Awareness: An
intervention program for preschool children with speech-language
impairment. Canterbury: University of Canterbury.
O’Shaughnessy, T.E. & Lee Swanson, H. (2000). A Comparison of Reading
Interventions for Children with Reading Disabilities. Journal of Learning
Disabilities, v33, 3, 257-277.
Schuele, C.M. & Boudreau, D. (2008). Phonological Awareness Intervention:
Beyond the basics. Language, speech and hearing services in schools, v39,
3-20.
Shaywitz, S. (2003). Overcoming dyslexia. New York: Random House Inc.
Speech Pathology Australia. (2005). Literacy Teaching Based on Evidence;
What roles can SLPs play? Melbourne: Speech Pathology Australia.
SPELD – Specific Learning Disability Association (Queensland)
www.speld.org.au
30. RECOMMENDED RESOURCES AND REFERENCES
cont’d
•www.progressivephonics.com
•www.brainconnections.com – Dr Barbara Foreman
•Marcia L Tate – Reading and Language Arts worksheets
•www.texasreading.org
•www.letterland.com
•http://education.qld.gov.au/students/procedure/program/reading-recovery
•www.jollylearning.co.uk
•http://www.elr.com.au
•www.greatbookstoreadaould.co.uk