2. THE PICTURE OF DYSLEXIA
ANN W ALEXANDER, M.D.
THE MORRIS CENTER
GAINESVILLE, FL
www.TheMorrisCenter.com
TIM CONWAY, Ph.D.
UNIVERSITY OF FLORIDA
GAINESVILLE, FL
IDA 2007
3. THE PICTURE OF DYSLEXIA
WHAT
WHY
WHAT IT LOOKS LIKE
WHERE
WHEN
WHAT TO DO
WHO
THE
&
4. WHAT IT ISN’T
DYSLEXIA IS …
NOT A VISUAL PROBLEM
NOT A LACK OF INTELLIGENCE
NOT DUE TO LACK OF EFFORT
NOT RESPONSIVE TO STANDARD READING
INSTRUCTION
NOT UNCOMMON – 5 – 17.5 %
OF POPULATION
NOT A DEVELOPMENTAL LAG.
5. WHAT IT IS
DYS = TROUBLE
LEXIA = WORDS
TROUBLE WITH WORDS
NEUROLOGIC IN ORIGIN - GENETIC
LIFELONG – ENVIRONMENT MAY ALTER COURSE
CORE DEFICIT IN PHONOLOGICAL COMPONENT OF LANGUAGE
READING COMPREHENSION > WORD READING
ACCOMPANYING CHALLENGES ( 50% )
ADHD
SENSORY MOTOR DIFFICULTY
BEHAVIORAL PROBLEMS
MORE CHALLENGING TO REMEDIATE
6. THE PICTURE OF DYSLEXIA
(All Symptoms Do Not Occur With Everyone)
STRENGTHS
LEADERSHIP SKILLS THINKING “OUT OF THE BOX”
JFK
CHURCHILL
POLITICAL
&
MILITARY
TED TURNER
ENTREPRENEURS
SCIENTISTS
&
INVENTORS
7. HANS CHRISTIAN
ANDERSEN
LEONARDO
Da VINCI
HARRISON FORD &
STEVEN SPEILBERG
THE PICTURE OF DYSLEXIA
(All Symptoms Do Not Occur With Everyone)
STRENGTHS
CREATIVITY
WRITERS ARTISTS MUSICIANS ACTORS / DIRECTORS
MOZART
8. THE PICTURE OF DYSLEXIA
(All Symptoms Do Not Occur With Everyone)
STRENGTHS
VISUOSPATIAL / MOTOR SKILLS
SURGEONS ATHLETES
NEUROSURGERY MOHAMMAD ALI NOLAN RYAN
13. PHONOLOGICAL AWARENESS
THE UNDERSTANDING THAT WORDS ARE MADE UP OF
SMALL BITS OF SOUND – PHONOLOGICAL SENSITIVITY
INNATE IN A TYPICAL BRAIN RECEIVING
APPROPRIATE LANGUAGE INPUT
Do the words cat and fat sound the same at the end?
What is the first sound in the word man?
Torgesen, www.fcrr.org
14. THE ABILITY TO IDENTIFY, THINK ABOUT, AND
MANIPULATE THE INDIVIDUAL SOUNDS
(PHONEMES) IN WORDS
THE IMPLICATION OF A GROWING ABILITY TO
IDENTIFY INDIVIDUAL SOUNDS IN WORDS.
PHONEMIC AWARENESS
Torgesen, www.fcrr.org
15. EARLY LANGUAGE DEVELOPMENT
BRAIN IS TUNED TO PARENTS’ LANGUAGE
NEWBORN: INTEGRATES:
ORAL-FACIAL MOVEMENTS
SPEECH SOUNDS – PHONOLOGY
SOCIAL – EMOTIONAL (NON VERBAL
TONES & GESTURES) - PRAGMATICS
20. THE EFFECTS OF WEAKNESSES IN ORAL
LANGUAGE ON READING GROWTH
(Hirsch, 1996)
5 6 7 8 9 10 11 12 13 14 15 16
16
15
14
13
12
11
10
9
8
7
6
5
Reading
Age
Level
Chronological Age
Low Oral
Language in
Kindergarten
High Oral
Language in
Kindergarten
5.2 years difference
Torgesen, www.fcrr.org
23. WHAT IS “PHONICS”?
IT MUST BE TAUGHT
NEED PA (SOUNDS) TO HOOK TO
ABSTRACT WRITTEN SYMBOLS
(LETTERS)
IT’S A LEARNED SKILL
PRONOUNCE THESE
WORDS…
blit frachet
24. GROWTH IN “PHONICS” ABILITY OF CHILDREN WHO
BEGIN FIRST GRADE IN THE BOTTOM 20% IN PHONEME
AWARENESS AND LETTER KNOWLEDGE (Torgesen & Mathes,
2000)
6
2
4
1 2 3 4 5
1
3
5
5.9
2.3
Low PA
K
Ave. PA
GRADE LEVEL CORRESPONDING TO AGE
READING
GRADE
LEVEL
Average
Low
25. GROWTH IN WORD READING ABILITY OF
CHILDREN WHO BEGIN FIRST GRADE IN THE
BOTTOM 20% IN PHONEME AWARENESS AND
LETTER KNOWLEDGE (Torgesen & Mathes, 2000)
6
Low PA
5.7
3.5
2
4
1
3
5
K
Ave. PA
GRADE LEVEL CORRESPONDING TO AGE
1 2 3 4 5
READING
GRADE
LEVEL
Average
Low
Torgesen, www.fcrr.org
26. GROWTH IN READING COMPREHENSION OF
CHILDREN WHO BEGIN FIRST GRADE IN THE
BOTTOM 20% IN PHONEME AWARENESS AND
LETTER KNOWLEDGE (Torgesen & Mathes, 2000)
1 2 3 4 5
Low PA
3.4
2
4
6
1
3
5
K Ave. PA
6.9
GRADE LEVEL CORRESPONDING TO AGE
READING
GRADE
LEVEL
Average
SAME VERBAL ABILITY – VERY
DIFFERENT READING
COMPREHENSION
Low
Torgesen, www.fcrr.org
27. AUDITORY /
SOUNDING OUT
VISUAL /
SIGHT WORDS
LANGUAGE /
VOCABULARY
GRAMMAR
COMPREHENSION
FLUENCY
3 – LEGGED
STOOL
NORMAL
READER
33. THE PICTURE OF DYSLEXIA
(ALL SYMPTOMS DO NOT OCCUR WITH EVERYONE)
ORAL LANGUAGE
CHALLENGES
LISTENING
Memory for word
sequence
(phone numbers,
directions)
Poor
PHONOLOGICAL
AWARENESS
Foreign
Language
SPEAKING
Word
Finding
Multi-
syllables
Sequencing
Ideas
Foreign
Language
34. THE PICTURE OF DYSLEXIA
WRITTEN LANGUAGE
CHALLENGES
(ALL SYMPTOMS DO NOT OCCUR WITH EVERYONE)
READING
Mechanics Comprehension
Speed
Mechanics
Speed
SPELLING/WRITING
Expressing
Ideas
35. THE PICTURE OF DYSLEXIA
(ALL SYMPTOMS DO NOT OCCUR WITH EVERYONE)
ACCOMPANYING CHALLENGES
(SENSORIMOTOR)
Oral Motor
Messy Eating
Writing/knots Fingers
Eyes
Tired
Words
Swim
Lose
Place
Spatial Awareness
Up/Down
Left/Right
36. THE PICTURE OF DYSLEXIA
(ALL SYMPTOMS DO NOT OCCUR WITH EVERYONE)
ACCOMPANYING CHALLENGES
(BEHAVIORAL)
Parents with similar
challenges
Brain / Behavior
Disorders
Attention /
Executive Function
Anxiety
Depression
OCD
Oppositional
Behavior
45. PREVENTION STUDY
MID KG – END 2ND GRADE
SCREENING - BOTTOM 10TH %ILE
FREQUENCY – 20 MINUTES / 4 DAYS / WEEK
INTENSITY – 1:1, 67 HRS.
TEACHERS & AIDES
4 METHODS – PASP (MULTISENSORY, “BOTTOM UP”- LiPS)
EP (TRADITIONAL RDG INSTRUCTION WITH EXPLICIT PHONICS)
RCS (SUPPORT OF CLASSROOM TEACHING)
NTC (NO TREATMENT CONTROL) Torgesen et al, 1999
NICHD
46. PREVENTION STUDY OUTCOME
ONLY PASP YIELDED SIGNIFICANT PHONOLOGICAL
AWARENESS AND WORD READING GAINS
END OF 2ND GRADE: 50TH %ILE WORD READING SKILLS
(ACCURACY AND FLUENCY).
OTHERS NO BETTER THAN NO TREATMENT CONTROL
BEST PREDICTORS OF GROWTH IN READING:
ATTENTION/BEHAVIOR, HOME BACKGROUND, AND P/A.
47. A SOLUTION TO THE PROBLEM OF THE FLUENCY GAP:
PREVENTIVE INTERVENTIONS
10th 10th
70
80
90
100
Accuracy
Rate
4th
GRADE
2nd
GRADE
30th % ile
BEGINNING % ile
TREATMENT AGE 5-6 5-6
Torgesen et al, 2003
WORD READING
48. DYSLEXIA PREVENTION STUDY
“BOTTOM-UP” VS “TOP-DOWN”
PASP (LiPS) USES A MORE
EXPLICIT, CONCRETE,
MULTISENSORY (“BOTTOM UP”)
APPROACH TO DEVELOP
PHONOLOGICAL AWARENESS
NTC
RCS
EP
LiPS
0
5
10
15
20
25
30
35
40
45
Percent
retained
in K or 1
Torgesen et al, 1999
51. REMEDIATION STUDY
2 TREATMENTS – BOTH EXPLICIT PHONICS RX
A “BOTTOM UP” (LiPS) VS A “TOP DOWN” (EP)
SEVERE DYSLEXIA
2nd %ILE FOR WORD READING
35th %ILE IQ
EQUAL TIME AND INTENSITY
1:1
100 MINS DAILY
8-9 WEEKS
TOTAL 67.5 HRS
OLDER CHILDREN (8 – 10 YRS)
52. RESEARCH DEMONSTRATES BOTH
IMMEDIATE & LONG LASTING RESULTS IN BROAD
READING (DECODING+COMPREHENSION)
Standard
Score
75
80
85
90
95
Initial
Test
Pre-
Treatment
Test
Post-
Treatment
Test
1 Year
After
Treatment
2 years
Normal Range of Performance
9-Week
Intensive
Program
Torgesen, Alexander, Wagner et al, 2001
16 Mos.
Special Ed Class
53. 81
*
91
93
TWO YEAR FOLLOW UP
READING RESULTS
WRMT-R
70
80
100
90
WORD
ATTACK
WORD ID PASSAGE
COMP.
69
68
82
30th percentile
N = 50
*
* p= <.05
*
Torgesen, Alexander, Wagner et al, 2001
54. 72
96
*
91
*
91
*
TWO YEAR FOLLOW UP
READING RESULTS
GORT-R
70
80
100
90
WORD
ATTACK
WRMT-R
TEXT
READING
ACCURACY
READING
COMP.
TEXT
READING
RATE
68
74
83
71
30th percentile
* p= <.05
N = 50
56. GROWTH IN SPOKEN LANGUAGE DURING INTERVENTION &
FOLLOW-UP
60
70
80
100
Pretest Post Test 1 year 2 years
Standard
Score
90
LIPS
CELF-R-RLS
CELF-R-ELS
EP
CELF-R-RLS
CELF-R-ELS
Torgesen, Alexander, Wagner et al, 2001
57. EFFECT SIZE OF TREATMENT ON
LANGUAGE COMPREHENSION
LIPS EP
PRE - POST PRE - 2 YRS PRE - 2 YRS
PRE - POST
RLS
OD
WC
SR
LP
ELS
FS
RC
SA
1.05
0.75
0.61
0.61
0.62
0.85
0.60
0.24
0.75
0.97
0.75
0.44
0.93
0.58
0.71
0.70
0.54
0.49
0.49
0.31
0.50
0.37
0.03
0.70
0.44
0.20
0.76
1.05
0.46
0.84
0.43
0.38
0.67
0.60
0.16
0.78
P<= 0.05
ES of 5 – 7 moderate; 8+ large
58. Decreased activity
in right hemisphere Increased activity in
left hemisphere
TREATMENTS EFFECTS ON BRAIN ACTIVITY
Simos et al 2002
60. LATE VS EARLY INTERVENTION (PREVENTION)
WORD READING ACCURACY AND RATE
2nd 10th 10th 10th
70
80
90
100
Accuracy
Rate
4th
grade
2nd
grade
30th % ile
BEGINNING % ile
TREATMENT AGE 8-11 5-6 5-6
8-11
61. PROJECTED GROWTH IN “SIGHT VOCABULARY” OF
NORMAL READERS AND DISABLED CHILDREN
BEFORE AND AFTER REMEDIATION
Normal
Intervention
Size
of
“sight
vocabulary
Grade in School
1 2 3 4 5 6 7
Dyslexic
2nd Year
follow-up
Later intervention does not close fluency gap – early intervention does
Torgesen
Torgesen, www.fcrr.org
62. EARLY INTERVENTION IS URGENT!
50TH %ILE 5TH GRADE READER
600,000 WORDS A YEAR
AVERAGE STUDENTS
RECEIVE ABOUT 10
TIMES AS MUCH
PRACTICE IN A YEAR
(Anderson, Wilson, & Fielding, 1988)
10TH %ILE 5TH GRADE READER
50,000 WORDS A YEAR
63. RESPONSE TO INTERVENTION MODEL
APPLICATION OF EVIDENCE-BASED
TREATMENT TO SCHOOLS
TIER 1: CLASSROOM
TIER 2: PULL OUT SUPPORT
TIER 3 :TOTAL PULL OUT
A TIERED APPROACH
64. TIER TWO
LITCHFIELD SCHOOL DISTRICT
PHOENIX, ARIZONA
ID BY CLASSROOM TEACHER
SPALDING INSTRUCTION IN CLASSROOM
READING / PA ASSESSMENT BELOW GRADE LEVEL OR,
AT GRADE LEVEL, BUT STRUGGLING
NOT QUALIFIED FOR SLD
EXPLICIT, MULTISENSORY PROGRAM (LiPS) 40 MINS
DAILY, 120 DAYS, 80-100 HRS
GROUPS :
6-8:1 (YOUNGER)
8-12:1 (OLDER)
65. LSD RESULTS 1st GRADE
101
113
96
70
80
100
90
WORD
ATTACK
WORD ID PASSAGE
COMP.
83
72
85
30th percentile
N = 63
*
* p= <.05
110
*
*
66. 101
108
98
LSD RESULTS 2nd GRADE
70
80
100
90
WORD
ATTACK
WORD ID PASSAGE
COMP.
96
93
95
30th percentile
N = 64
*
*
* p= <.05
110
67. 101
100
96
LSD RESULTS 3rd – 5th GRADES
70
80
100
90
WORD
ATTACK
WORD ID PASSAGE
COMP.
91
91
95
30th percentile
N = 126
* *
*
* p= <.05
68. PRINCIPLES OF LEARNING
WHAT FIRES TOGETHER, WIRES TOGETHER
– MULTIPLE SENSES STRENGTHEN
PATHWAYS
OPTIMAL ATTENTION
CONSISTENT INPUT
INTENSITY
SALIENT
FREQUENT
REPETITION, REPETITION, REPETITION
Alexander, 2003
73. EINTSTEIN MONTESSORI RESULTS
HOWEVER….MANY MEASURES, WHILE SIGNIFICANT,
DID NOT REACH 30TH%ILE BENCHMARK
THEREFORE….INSTITUTING AN INTENSIVE
FOUNDATIONAL INTERVENTION
(LiPS)
3 HOURS/DAY X 6 WEEKS
SMALL GROUP
74. 0
50
100
150
200
250
300
350
4th 5th 6th 7th 8th
GRADE
DEVELOPMENTAL
SCALE
SCORE
FLORIDA STATE
AVERAGE
ALACHUA COUNTY
AVERAGE
EINSTEIN
MONTESSORI
FCAT 2005
AVERAGE CHANGE IN READING DEVELOPMENT
(IMPROVEMENT FROM 2004 TO 2005)
75. “TIER FOUR”
1:1
FOR THE TREATMENT RESISTERS
THE RESEARCH MODEL
THOROUGH BRAIN TEAM ASSESSMENT
TREAT OTHER FACTORS THAT MAY BE OBSTACLES
ATTENTION
BEHAVIOR
SENSORIMOTOR
76. 81
*
91
93
RESEARCH RESULTS 3rd – 5th GRADES
70
80
100
90
WORD
ATTACK
WORD ID PASSAGE
COMP.
69
68
82
30th percentile
N = 50
*
* p= <.05
*
77. CONCLUSION
TREATMENT IS MOST EFFECTIVE IF:
YOUNGER AGE
INTENSIVE
EXPLICIT PHONOLOGICAL/PHONICS
ATTENTION IS OPTIMAL
“BOTTOM-UP” MORE EXPLICIT PHONICS APPROACH:
PREVENTION
MILD TO SEVERE DYSLEXIA
AUDITORY WORKING MEMORY WEAKNESS
“TOP-DOWN” PHONICS APPROACH:
AFTER 3RD GRADE
MILD TO MODERATE DYSLEXIA
86. TYPICAL LANGUAGE ACTIVATION AREAS
SPEECH
PRODUCTION
AREA
AUDITORY
PROCESSING
AREA
VISUAL-LANGUAGE
ASSOCIATION AREA
VISUAL /
VERBAL
AREA
LEFT HEMISPHERE
89. PRINCIPLES OF LEARNING
WHAT FIRES TOGETHER, WIRES TOGETHER
– MULTIPLE SENSES STRENGTHEN
PATHWAYS
OPTIMAL ATTENTION
CONSISTENT INPUT
INTENSITY
SALIENT
FREQUENT
REPETITION, REPETITION, REPETITION
Alexander, 2003
90. WHAT HAVE WE LEARNED FROM
RESEARCH?
GOOD SCIENCE BEHIND INSTRUCTION
AND MATERIALS.
INFORMED CONSUMERS OF
MATERIALS.
FOLLOW PRINCIPLES OF LEARNING.
PREVENTION IS THE MOST EFFECTIVE
TREATMENT APPROACH.
91. FUTURE DIRECTIONS
SHOULD WE ACCEPT THE PERSISTENCE OF
A “GAP” AND ONLY FOCUS ON THE
STRENGTHS?
HAVE WE LEARNED ALL THERE IS TO KNOW
ABOUT IMPROVING LANGUAGE AND LEARNING
SKILLS?
IS “CLOSING THE GAP” AN ACHIEVABLE
GOAL?
PREVENTION RESEARCH CLOSED THE GAP IN
FLUENCY AND READING ACCURACY.
REMEDIATION RESEARCH CLOSED THE GAP IN
READING ACCURACY AND IMPROVED FLUENCY.
92. NCLB – THE LEGISLATURE’S RESPONSIBILITY.
NCLB – OUR RESPONSIBILITY IS TO PREVENT
AND REMEDIATE LANGUAGE/LEARNING
DISABILITIES; GIVIVING THE TAX PAYER THEIR
MONEY’S WORTH.
93. AVAILABLE SCIENCE
JOE TORGESEN, Ph.D.
WWW.FCRR.ORG
RICHARD WAGNER, Ph.D.
NICHD – FSU LEARNING
DISABILITIES RESEARCH
CENTER
GENETICS / DYSLEXIA
REGISTRY
FOLLOW SEVERE
DYSLEXICS
WEBSITE – CLEARING
HOUSE FOR TREATMENT
RESEARCH
94. Acknowledgments
National Institute of Child Health and Human
Development
Joe Torgesen
Carol Rashotte
Rick Wagner
Pat Lindamood
Jane Lawyer
Sally Shaywitz