The document discusses dyslexia, defining it as a neurobiological learning disability characterized by difficulties in reading, spelling, and decoding. It highlights the historical origins of the term and the importance of understanding dyslexia as a reading problem rather than an intelligence issue, advocating for effective teaching strategies. The document emphasizes the need for education professionals to enhance their knowledge on dyslexia to better support affected students.

1. Sherise Koneferenisi
National University - SPD 608
1.30.13
Mary Worth

2. Dys:
absence
Lexia:
language
The Greek
origin combines
„dys‟ & „lexia‟
meaning an
absence of
language

3.  According to the International Dyslexia
Association and the National Institute of Child
Health and Human Development,
Dyslexia is defined as:
 a specific learning disability that is neurobiological
in origin
 characterized by difficulties with accurate and/or
fluent word recognition
 poor spelling and decoding abilities
 these difficulties typically result from a deficit in
the phonological component of language

4. Adolph Kussmaul (German
neurologist) considered
1878 adults with reading
problems & neurological
“word blindness” impairment to have “word
blindness”
Rudolf Berlin (German
1887 opthalmologist) was the
1st to use the term
“dyslexia” “dyslexia”
Dr. Orton (American
neurologist) 1st to
1925 recognize that children
with reading difficulties
“strephosymbolia” often reversed letters,
called “strephosymbolia”

5. 1900’s Dr. Orton also introduced
the term “developmental
alexia” to describe
“developmental children with reading
alexia” difficulties
1930’s The term “dyslexia”
became a more common
“dyslexia” term used in literature
Children with literacy
Mid difficulties began to be
considered under the
1900’s jurisdiction of educational
& psychological research

6.  Click on the icon on
the left to be directed
to a short informational
documentary.
The documentary
includes both adults
and children with the
dyslexia and the
difficulties that they
face.

7.  Although medicine continues to play a
prominent role in research, showing that the
causes of dyslexia lie within biology and
neurology, its treatment will most likely
continue to be in the field of education.
 In the 21st century, dyslexia is officially
recognized & has become a topic of research
for both education & medicine.
 The professions of medicine & psychology are
seen now collaborating in significant research
into the origins & management of dyslexia.

8.  Accordingto the
International Dyslexia
Association (IDA) :
 Estimated that 15–20% of
the general population
experiences one or more
symptoms of dyslexia
 Based on a 2010 study:
 80% of children identified
as learning disabled
 These children have
primary deficits in the area
of reading and related
language functions

9.  Students with dyslexia:
 Experience difficulties in
reading and further
language functions
 Demonstrate lower reading
skills, which will result in
poor comprehension
 May need more time and
assistance than others
when reading
 May have lower self-
esteem
 May exhibit more
emotional and behavioral
difficulties

10.  Accommodation, Modification &
Differentitation Strategies include:
 Use less difficult and lengthy words with written
instruction
 Lessen the amount of items that students are
expected to learn or complete
 Provide ample time for students to read content
 Increase the amount of reading
instruction/directions aloud to students
 Occasionally substitute pictures/graphics for
words
 Allow students to voice their responses rather
than write them

11. PROVIDE MORE
ADDRESS THE USE SCIENTIFIC
EFFECTIVE LEARNING
CHALLENGES OF THE RESEARCH-BASED
STRATEGIES FOR THE
STUDENT TEACHING STRATEGIES
STUDENT
BE PATIENT WHEN HELP THE STUDENT’S PROVIDE HELPFUL
TEACHIING & BE PEERS & PARENTS LEARNING STRATEGIES
AVAILABLE TO OFFER BETTER UNDERSTAND FOR THE STUDENT’S
ASSISTANCE WHEN THE STUDENT’S PARENTS TO PRACTICE
NEEDED DIFFERENCES WITH THE STUDENT

12. • The International Dyslexia Association
• http://www.interdys.org/
Info & • Davis Dyslexia Association International
• http://www.dyslexia.com/
Support
• Smart Kids with Learning Disabilities
• http://www.smartkidswithld.org/parents-community/parent-
to-parent/can-a-support-group-for-parents-of-kids-with-
For learning-disabilities-help-you
PARENTS
• National Center for Learning Disabilities
• http://www.ncld.org/types-learning-
disabilities/dyslexia/what-is-dyslexia
For • Reading Rockets: Teaching Kids to Read & Helping
Those Who Struggle
TEACHERS • http://www.readingrockets.org/helping/questions/dyslexia/

13.  Culbertson (2012) discusses misconceptions of dyslexia and claims
that, “Professional development in the area of dyslexia can help
educators understand dyslexia is a problem with reading and not of
intelligence” (p. 4). Based on Culbertson‟s discussion, I think it is
important that teachers take the initiative to learn about dyslexia as
a disability and gain as much knowledge on effective teaching
strategies for students with dyslexia. Therefore, misconceptions
about dyslexia can be avoided and dyslexic student‟s problems can be
better assisted or prevented.
 Washburn et al. (2011) conducted studies that “…clearly support the
common misconception that the core deficit in dyslexia is visual
rather than phonological” (p. 180). It is essential that teachers use
research-based teaching strategies rather than use faulty strategies
that are based on misconceptions. For that reason, Washburn et al.
(2011) demonstrate the benefits of teachers furthering their own
education and knowledge by learning more about basic language
concepts. By teachers being more aware of concepts such as
phonology and morphology, they will be more prepared for effective
instruction of reading.

14.  Culbertson, D. (2012). Uncovering the many misconceptions of
dyslexia. CEDER Yearbook, 51-65. Retrieved from
http://ehis.ebscohost.com.ezproxy.nu.edu/eds/pdfviewer/pdfview
er?sid=bb03c131-7746-42ad-94bf-
10b3f0baa070%40sessionmgr113&vid=1&hid=103
 Kirby, J., Silvestri, R., Allingham, B., Parrila, R., & La Fave, C.
(2008). Learning strategies and study approaches of postsecondary
students with dyslexia. Journal Of Learning Disabilities, 41(1), 85-
96. Retrieved from
http://ehis.ebscohost.com.ezproxy.nu.edu/eds/pdfviewer/pdfview
er?sid=0406af74-de92-494f-a029-
fa611dfab511%40sessionmgr110&vid=4&hid=121
 Klein, R. M., & McMullen, P. A. (1999). Converging methods for
understanding reading and dyslexia / edited by Raymond M. Klein
and Patricia McMullen. Cambridge, Mass. : MIT Press, c1999.
 Lawrence, D. (2009). Understanding dyslexia: a guide for teachers
and parents. Maidenhead: Open University Press. Retrieved from
http://mcgraw-hill.co.uk/openup/chapters/9780335235940.pdf

15.  Smith, T. E., Polloway, E. A., Patton, J. R., & Dowdy, C. A. (2012).
Teaching students with special needs in inclusive settings (6th
ed.). Upper Saddle River, NJ: Pearson Education.
 Terras, M. M., Thompson, L. C., & Minnis, H. (2009). Dyslexia and
psycho-social functioning: an exploratory study of the role of self-
esteem and understanding. 15(4), 304-327. Retrieved from
http://ehis.ebscohost.com.ezproxy.nu.edu/eds/pdfviewer/pdfvie
wer?sid=86a5434d-b2fa-4d0b-b07b-
6e76b493b6fc%40sessionmgr114&vid=2&hid=121
 Washburn, E. K., Joshi, R., & Binks-Cantrell, E. S. (2011). Teacher
knowledge of basic language concepts and dyslexia. 17(2), 165-
183. Retrieved from
http://ehis.ebscohost.com.ezproxy.nu.edu/eds/pdfviewer/pdfvie
wer?sid=d2437b4f-6737-441d-bec7-
c29053ea00a3%40sessionmgr111&vid=5&hid=5
 (2011, April 16). Dyslexia: A Hidden Disability. Retrieved from
http://www.youtube.com/watch?v=8m1fCz3ohMw