Download to read offline
More Related Content
Dyslexia
- 2. what is dyslexia? disorder that involves difficulty reading due to problems identifying speech sounds and learning how they relate to letters and words (decoding). Dyslexia is a specific learning disability in reading. Kids with dyslexia have trouble reading accurately and fluently. They may also have trouble with reading comprehension, spelling, and writing.
- 3. w h at i s d y s l e x i a ? Kids with dyslexia have the same risk of vision problems as kids without dyslexia. Dyslexia is a language-based learning issue, not a problem with the eyes. Eye and vision problems don’t cause dyslexia, but they can co-occur in the same child. • • • Kids with dyslexia may have trouble answering questions about something they’ve read. But when it’s read to them, they may have no difficulty at all.
- 4. w h at i s d y s l e x i a ? Dyslexia is the most common learning disability. 1 in 5 people suffer from dyslexia. Nearly the same percentage of males and females have dyslexia. Dyslexics do not “see” words backwards. The “b-d” letter reversal for example is mainly caused by deficits in interpreting left and right.
- 5.
- 6. Dyslexia Signs andSymptoms Signs of dyslexia can look different at different ages. Here are some examples of signs of dyslexia: Preschool Late talking Struggles with taking away the beginning sound from a word Struggles with learning new words Has trouble recognizing letters and matching them to sounds Problems remembering or naming letters, numbers and colors Difficulty learning nursery rhymes or playing rhyming games • • • • • •
- 7. D y slexiaS i g n s a n d S y mptoms School age Reading well below the expected level for age Problems processing and understanding what he or she hears Difficulty finding the right word or forming answers to questions Problems remembering the sequence of things Difficulty seeing (and occasionally hearing) similarities and differences in letters and words Inability to sound out the pronunciation of an unfamiliar word Avoiding activities that involve reading Often skips over small words when reading aloud Strongly prefers multiple-choice questions over fill-in-the-blank or short answer • • • • • • • • •
- 8. D y slexiaS i g n s a n d S y mptoms Teens and adults Difficulty reading, including reading aloud Slow and labor-intensive reading and writing Problems spelling Avoiding activities that involve reading Mispronouncing names or words, or problems retrieving words Difficulty summarizing a story Trouble learning a foreign language Difficulty memorizing Difficulty doing math problems • • • • • • • • •
- 9.
- 10. Causes of Dyslexia Dyslexiatends to run in families. It appears to be linked to certain genes that affect how the brain processes reading and language, as well as risk factors in the environment.
- 11. Causes of Dyslexia Riskfactors Dyslexia risk factors include: • A family history of dyslexia or other learning disabilities • Premature birth or low birth weight • Exposure during pregnancy to nicotine, drugs, alcohol or infection that may alter brain development in the fetus • Individual differences in the parts of the brain that enable reading
- 15.
- 16. Why is evaluationimportant? An evaluation is the process of gathering information to identify the factors contributing to a student’s difficulty with learning to read and spell. First, information is gathered from parents and teachers to understand development and the educational opportunities that have been provided. Then, tests are given to identify strengths and weaknesses that lead to a diagnosis and a tentative road map for intervention.
- 17. What should beincluded in the evaluation? The following areas should be considered when carrying out an evaluation. Background information Information from parents and teachers tells us a lot about a student’s overall development and pattern of strengths and weaknesses. Intelligence an intelligence test was considered to be a necessary part of the evaluation because the diagnosis of a learning disability was based on finding a significant difference between IQ and reading skill.
- 18. What should beincluded in the evaluation? Oral language skills Oral language, simply stated, refers to our ability to listen to and understand speech as well as to express our thoughts through speech. Word recognition Tests of word recognition require that students read individual words printed in a list. Decoding Decoding is the ability to read unfamiliar words by using letter- sound knowledge, spelling patterns and chunking the word into smaller parts, such as syllables.
- 19. What should beincluded in the evaluation? Spelling Tests of spelling measure the student’s ability to spell individual words from memory using their knowledge of. Phonological processing students with dyslexia have difficulty with identifying, pronouncing, or recalling sounds. Tests of phonological processing focus on these skills. Automaticity/fluency skills Students with dyslexia often have a slow speed of processing information (visual or auditory).
- 20. Outcomes of anevaluation An evaluation should result in a written report. This report should detail the kinds of information collected. This includes information related to the family literacy history, any significant medical issues the child may have, prenatal and birth conditions, and preschool development, including language learning. Diagnosis A diagnosis of dyslexia begins with the gathering of information gained from interviews, observations and testing. Intervention planning Finally, the report should identify instructional programs that appear to be appropriate in meeting the specific skill(s) gaps and weaknesses identified through the evaluation process.