This document provides an overview of dyslexia, including what it is, common characteristics and strengths, assessment, and treatment approaches. Some key points:
- Dyslexia is a neurologically-based difficulty with reading words that is lifelong but can be mitigated by environment. It affects 5-17.5% of the population.
- Core challenges include phonological awareness, decoding, spelling, and fluency. Strengths can include creativity, leadership, and visual-spatial skills.
- Early predictors include phonological awareness, letter knowledge, and rapid naming skills, not IQ. Assessment examines both strengths and weaknesses.
- Effective prevention and intervention focuses intensely on phonological awareness, decoding
Dislaxia. how you can understand the level of mindmubarik11
This document provides an overview of dyslexia, including what it is, common characteristics and strengths, assessment and treatment. Some key points:
- Dyslexia is a neurologically-based difficulty with reading words accurately and fluently due to a core deficit in phonological processing. It affects 5-17.5% of the population.
- Common characteristics include challenges with phonological awareness, decoding, spelling, writing, and sometimes accompanying issues like ADHD. However, dyslexia also correlates with strengths in areas like leadership, creativity, and visual-spatial skills.
- Early assessment focuses on phonological awareness, letter knowledge, and rapid naming skills. Treatment emphasizes explicit, intensive, mult
The document discusses the importance of phonemic awareness, phonics, and fluency for reading instruction. It describes the connection between these skills and word recognition, and notes that children with speech/language delays are at risk for literacy problems. Several studies are cited showing that early language factors can predict reading outcomes, and certain variables like phonological awareness can identify children at risk for reading difficulties. The role of the speech language pathologist in assessing phonological processing skills and providing phonemic awareness intervention is explored.
This document provides a summary of key concepts from Chapter 9 of an introductory linguistics textbook. It covers the following topics in 3 sentences or less each:
The organization of language follows a hierarchy from sentences composed of words made up of morphemes and phonemes. Phonology involves the production and perception of speech sounds determined by voicing, manner of articulation, and place of articulation. Syntax establishes rules for acceptable word combinations through phrase structure and generativity to produce an infinite number of sentences from a finite vocabulary.
The document discusses key topics related to first and second language acquisition, including:
1. The critical period hypothesis which suggests there is an ideal time period for acquiring language abilities most easily.
2. Differences between how children and adults acquire first and second languages, with children able to learn simultaneously through immersion while adults learn sequentially and rely more on rules.
3. Factors that influence second language acquisition success like age of learning, amount of input/practice, and use of language teaching methods focused on meaning and comprehension like TPR and the natural approach.
Language is a system of symbols used to communicate ideas between individuals. It must be learnable by children and capable of expressing ideas normally communicated in social contexts. There are three main building blocks of language: 1) Phonemes, which are the smallest units of sound, and morphemes, the smallest units of meaning; 2) Words and morphemes combine to form phrases and sentences according to the rules of syntax; 3) Language develops through stages from babbling to first words to telegraphic speech as children learn the rules of their native language.
This document discusses the importance of phonemic awareness in learning to read. It provides research evidence that phonemic awareness is the strongest predictor of reading success and the lack of phonemic awareness makes learning to read very difficult. Phonemic awareness involves being able to hear and manipulate the individual sounds in spoken words. The document emphasizes that phonemic awareness can be developed in children through activities that encourage exploring and manipulating sounds in language. Screening for phonemic awareness is important to identify any children who may need additional support. Providing systematic phonics instruction integrated with other reading instruction in phonemic awareness, fluency and comprehension can create an effective reading program.
Dislaxia. how you can understand the level of mindmubarik11
This document provides an overview of dyslexia, including what it is, common characteristics and strengths, assessment and treatment. Some key points:
- Dyslexia is a neurologically-based difficulty with reading words accurately and fluently due to a core deficit in phonological processing. It affects 5-17.5% of the population.
- Common characteristics include challenges with phonological awareness, decoding, spelling, writing, and sometimes accompanying issues like ADHD. However, dyslexia also correlates with strengths in areas like leadership, creativity, and visual-spatial skills.
- Early assessment focuses on phonological awareness, letter knowledge, and rapid naming skills. Treatment emphasizes explicit, intensive, mult
The document discusses the importance of phonemic awareness, phonics, and fluency for reading instruction. It describes the connection between these skills and word recognition, and notes that children with speech/language delays are at risk for literacy problems. Several studies are cited showing that early language factors can predict reading outcomes, and certain variables like phonological awareness can identify children at risk for reading difficulties. The role of the speech language pathologist in assessing phonological processing skills and providing phonemic awareness intervention is explored.
This document provides a summary of key concepts from Chapter 9 of an introductory linguistics textbook. It covers the following topics in 3 sentences or less each:
The organization of language follows a hierarchy from sentences composed of words made up of morphemes and phonemes. Phonology involves the production and perception of speech sounds determined by voicing, manner of articulation, and place of articulation. Syntax establishes rules for acceptable word combinations through phrase structure and generativity to produce an infinite number of sentences from a finite vocabulary.
The document discusses key topics related to first and second language acquisition, including:
1. The critical period hypothesis which suggests there is an ideal time period for acquiring language abilities most easily.
2. Differences between how children and adults acquire first and second languages, with children able to learn simultaneously through immersion while adults learn sequentially and rely more on rules.
3. Factors that influence second language acquisition success like age of learning, amount of input/practice, and use of language teaching methods focused on meaning and comprehension like TPR and the natural approach.
Language is a system of symbols used to communicate ideas between individuals. It must be learnable by children and capable of expressing ideas normally communicated in social contexts. There are three main building blocks of language: 1) Phonemes, which are the smallest units of sound, and morphemes, the smallest units of meaning; 2) Words and morphemes combine to form phrases and sentences according to the rules of syntax; 3) Language develops through stages from babbling to first words to telegraphic speech as children learn the rules of their native language.
This document discusses the importance of phonemic awareness in learning to read. It provides research evidence that phonemic awareness is the strongest predictor of reading success and the lack of phonemic awareness makes learning to read very difficult. Phonemic awareness involves being able to hear and manipulate the individual sounds in spoken words. The document emphasizes that phonemic awareness can be developed in children through activities that encourage exploring and manipulating sounds in language. Screening for phonemic awareness is important to identify any children who may need additional support. Providing systematic phonics instruction integrated with other reading instruction in phonemic awareness, fluency and comprehension can create an effective reading program.
The document discusses various components of literacy including phonological awareness, phonics, orthography, and reading comprehension. It defines key terms like phonemic awareness, phonics, vowel patterns, and describes instructional strategies and activities to teach foundational reading skills like sound-symbol relationships. Research is cited supporting the importance of explicit and systematic phonics instruction to facilitate reading development.
The document discusses effective strategies for teaching reading, including phonological awareness, phonics instruction, and structural analysis. It emphasizes teaching the systematic relationship between letters and sounds through explicit instruction in phonemic awareness, phonics, vocabulary, fluency and comprehension. Specific strategies mentioned include teaching the six basic syllable types, vowel patterns, root words, prefixes/suffixes, and providing opportunities to apply skills in connected text. The goal is for students to master the code of written language in order to comprehend text.
The document discusses language development in children. It defines language and its key components: phonology, semantics, syntax, morphology, and pragmatics. It summarizes that language involves content (semantics), form (phonology, morphology, syntax), and use (pragmatics). The document then reviews typical developmental milestones for each of these components from infancy through childhood and beyond. It notes that the most important factor for language development is input from caregivers, peers, teachers and the environment.
1. Language is a system of symbols used to communicate ideas between individuals that must be learnable by children and understandable by adults.
2. Language has building blocks including phonemes, morphemes, phrases, sentences, and rules of syntax. It conveys meaning through semantic features, prototypes, and semantic roles.
3. Theories of language development include nativist, nurturist, and interactionist views. Children progress from babbling to first words to telegraphic speech to grammatically correct sentences according to developmental stages.
Specific learning disability with impairment in reading is characterized by difficulties with word recognition, decoding, and comprehension. It is caused by deficits in phonological processing and other cognitive processes involved in reading. Signs include inability to recognize letters and sounds, difficulty connecting letters to sounds, and poor reading fluency. Assessment involves testing for deficits in phonological awareness, rapid naming, and other reading-related skills.
This document discusses the importance of phonemic awareness, phonology, and fluency for reading instruction. It notes that children with spoken language delays are at risk for literacy problems, and early language factors can predict reading outcomes. Specific variables like sentence imitation, letter identification, and phonological awareness can identify 88% of children at risk of reading problems. The document also discusses phonological processing skills, phonological awareness, and the role of speech language pathologists in assessing and providing intervention in these areas to support reading.
The document is a presentation about phonological and phonemic awareness given by two speech language pathologists. It discusses the importance of phonological awareness skills for reading development. It defines phonological awareness as understanding how oral language can be divided into smaller units like words, syllables, onsets/rimes, and individual phonemes. Phonemic awareness is the ability to segment and manipulate individual sounds in words. The presentation provides strategies to develop these skills, such as rhyming activities, syllable segmentation, initial/final sound identification, and blending/segmenting of phonemes.
This document discusses phonological awareness and its importance for reading success. Phonological awareness is the ability to recognize and manipulate sounds in spoken words, while phonemic awareness is a sub-skill focusing on the smallest units of sound. The document outlines a phonological awareness continuum from broader skills like rhyming to finer skills like manipulating individual phonemes. It emphasizes that phonemic awareness is the strongest predictor of reading success and discusses teaching phonological awareness explicitly through activities targeting different sound levels.
The document provides an overview of psycholinguistics, which is an interdisciplinary field that brings together linguistics and psychology to understand how humans acquire, process, and use language. It discusses several topics within psycholinguistics including language acquisition, comprehension, production, the relationship between language and the brain, aphasia, individual differences that influence language learning, information processing approaches, theories of connectionism, complexity theory, processability theory, age differences in second language acquisition, the critical period hypothesis, the role of motivation and sex in language learning, and aptitude for language learning.
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 summarizes research on dyslexia and phonological processing. It discusses how dyslexia is defined as a disorder affecting reading acquisition despite normal intelligence. The underlying causes are traced from early theories of visual deficits to the now established view that dyslexia stems from a phonological processing deficit impacting phonological awareness, short-term memory, and word retrieval. Evidence shows this phonological deficit precedes and causes reading difficulties. The nature of the deficit remains unclear, but it involves degraded or difficult to access phonological representations impacting reading development.
The document discusses human language processing and psycholinguistics. It covers topics like speech perception and comprehension, lexical access and word recognition, and models of how language is processed both bottom-up and top-down in the brain. Experimental techniques are described that study how quickly words are accessed based on factors like frequency, semantic priming, and irregular spelling.
Reading Disabilities for Medical Professionalsrhepadmin
This document discusses reading disabilities and provides information on causes, prevalence, assessments, and processing challenges. Some key points include:
- Reading disabilities are the most common learning disorder and can cause behavioral/emotional problems if left untreated.
- Factors like low birth weight, premature birth, neurological problems, and other health conditions may increase the risk of reading disabilities.
- Assessments of phonological awareness, rapid naming, working memory, and other language skills are important for identifying processing challenges underlying reading disabilities.
- National studies found around 20-30% of children face significant challenges learning to read.
The document discusses the importance of pronunciation in language learning. It argues that pronunciation should be emphasized early in the learning process, as pronunciation habits are formed early and errors can become fossilized. The document outlines several key phonological differences between English and Portuguese related to phonetic signaling, phonemes (vowels and consonants), phonological rules, rhythm, vowel reduction, and word stress. It stresses that the inconsistent spelling of English can interfere with pronunciation and recommends using phonetic symbols to help learners develop accurate pronunciation.
The document discusses the importance of pronunciation in language learning. It argues that pronunciation should be emphasized early in the learning process, as pronunciation habits are formed early and errors can become fossilized. The document outlines several key phonological differences between English and Portuguese related to phonetic signaling, phonemes (vowels and consonants), phonological rules, rhythm, vowel reduction, and word stress. It also discusses challenges related to spelling interference for Portuguese learners of English due to inconsistencies between English spelling and pronunciation.
The document discusses the importance of pronunciation in second language teaching and acquisition. It argues that pronunciation should be emphasized early on as pronunciation habits are formed early. Neglecting pronunciation accuracy can lead to fossilized errors, as learners will perceive and produce sounds based on their native language. The document highlights several phonological differences between English and Portuguese, such as differences in phonemes, phonetic signaling, rhythm and stress. It also discusses challenges caused by inconsistencies between English spelling and pronunciation.
The document is a research paper about American Sign Language (ASL). It discusses the origins and development of ASL, how it differs from spoken languages, its importance for the deaf community, and its growing popularity. The paper also explores how ASL has been used to communicate with animals and how it helps develop identity and social skills in deaf children.
The document summarizes the Diagnostic Reading Tool (DRT) created by the Reading Assessment Pilot Program (RAPP) committee to comprehensively assess students' reading abilities. It describes the DRT's assessment of key reading components including language comprehension, decoding/basic reading skills, and reading comprehension. It then provides more detailed explanations of the subcomponents assessed within language (listening comprehension, background knowledge, vocabulary), phonics (phonemic decoding fluency, word attack, letter-sound knowledge), and phonological awareness (phonemic awareness, syllables, rhyming).
The document discusses various components of literacy including phonological awareness, phonics, orthography, and reading comprehension. It defines key terms like phonemic awareness, phonics, vowel patterns, and describes instructional strategies and activities to teach foundational reading skills like sound-symbol relationships. Research is cited supporting the importance of explicit and systematic phonics instruction to facilitate reading development.
The document discusses effective strategies for teaching reading, including phonological awareness, phonics instruction, and structural analysis. It emphasizes teaching the systematic relationship between letters and sounds through explicit instruction in phonemic awareness, phonics, vocabulary, fluency and comprehension. Specific strategies mentioned include teaching the six basic syllable types, vowel patterns, root words, prefixes/suffixes, and providing opportunities to apply skills in connected text. The goal is for students to master the code of written language in order to comprehend text.
The document discusses language development in children. It defines language and its key components: phonology, semantics, syntax, morphology, and pragmatics. It summarizes that language involves content (semantics), form (phonology, morphology, syntax), and use (pragmatics). The document then reviews typical developmental milestones for each of these components from infancy through childhood and beyond. It notes that the most important factor for language development is input from caregivers, peers, teachers and the environment.
1. Language is a system of symbols used to communicate ideas between individuals that must be learnable by children and understandable by adults.
2. Language has building blocks including phonemes, morphemes, phrases, sentences, and rules of syntax. It conveys meaning through semantic features, prototypes, and semantic roles.
3. Theories of language development include nativist, nurturist, and interactionist views. Children progress from babbling to first words to telegraphic speech to grammatically correct sentences according to developmental stages.
Specific learning disability with impairment in reading is characterized by difficulties with word recognition, decoding, and comprehension. It is caused by deficits in phonological processing and other cognitive processes involved in reading. Signs include inability to recognize letters and sounds, difficulty connecting letters to sounds, and poor reading fluency. Assessment involves testing for deficits in phonological awareness, rapid naming, and other reading-related skills.
This document discusses the importance of phonemic awareness, phonology, and fluency for reading instruction. It notes that children with spoken language delays are at risk for literacy problems, and early language factors can predict reading outcomes. Specific variables like sentence imitation, letter identification, and phonological awareness can identify 88% of children at risk of reading problems. The document also discusses phonological processing skills, phonological awareness, and the role of speech language pathologists in assessing and providing intervention in these areas to support reading.
The document is a presentation about phonological and phonemic awareness given by two speech language pathologists. It discusses the importance of phonological awareness skills for reading development. It defines phonological awareness as understanding how oral language can be divided into smaller units like words, syllables, onsets/rimes, and individual phonemes. Phonemic awareness is the ability to segment and manipulate individual sounds in words. The presentation provides strategies to develop these skills, such as rhyming activities, syllable segmentation, initial/final sound identification, and blending/segmenting of phonemes.
This document discusses phonological awareness and its importance for reading success. Phonological awareness is the ability to recognize and manipulate sounds in spoken words, while phonemic awareness is a sub-skill focusing on the smallest units of sound. The document outlines a phonological awareness continuum from broader skills like rhyming to finer skills like manipulating individual phonemes. It emphasizes that phonemic awareness is the strongest predictor of reading success and discusses teaching phonological awareness explicitly through activities targeting different sound levels.
The document provides an overview of psycholinguistics, which is an interdisciplinary field that brings together linguistics and psychology to understand how humans acquire, process, and use language. It discusses several topics within psycholinguistics including language acquisition, comprehension, production, the relationship between language and the brain, aphasia, individual differences that influence language learning, information processing approaches, theories of connectionism, complexity theory, processability theory, age differences in second language acquisition, the critical period hypothesis, the role of motivation and sex in language learning, and aptitude for language learning.
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 summarizes research on dyslexia and phonological processing. It discusses how dyslexia is defined as a disorder affecting reading acquisition despite normal intelligence. The underlying causes are traced from early theories of visual deficits to the now established view that dyslexia stems from a phonological processing deficit impacting phonological awareness, short-term memory, and word retrieval. Evidence shows this phonological deficit precedes and causes reading difficulties. The nature of the deficit remains unclear, but it involves degraded or difficult to access phonological representations impacting reading development.
The document discusses human language processing and psycholinguistics. It covers topics like speech perception and comprehension, lexical access and word recognition, and models of how language is processed both bottom-up and top-down in the brain. Experimental techniques are described that study how quickly words are accessed based on factors like frequency, semantic priming, and irregular spelling.
Reading Disabilities for Medical Professionalsrhepadmin
This document discusses reading disabilities and provides information on causes, prevalence, assessments, and processing challenges. Some key points include:
- Reading disabilities are the most common learning disorder and can cause behavioral/emotional problems if left untreated.
- Factors like low birth weight, premature birth, neurological problems, and other health conditions may increase the risk of reading disabilities.
- Assessments of phonological awareness, rapid naming, working memory, and other language skills are important for identifying processing challenges underlying reading disabilities.
- National studies found around 20-30% of children face significant challenges learning to read.
The document discusses the importance of pronunciation in language learning. It argues that pronunciation should be emphasized early in the learning process, as pronunciation habits are formed early and errors can become fossilized. The document outlines several key phonological differences between English and Portuguese related to phonetic signaling, phonemes (vowels and consonants), phonological rules, rhythm, vowel reduction, and word stress. It stresses that the inconsistent spelling of English can interfere with pronunciation and recommends using phonetic symbols to help learners develop accurate pronunciation.
The document discusses the importance of pronunciation in language learning. It argues that pronunciation should be emphasized early in the learning process, as pronunciation habits are formed early and errors can become fossilized. The document outlines several key phonological differences between English and Portuguese related to phonetic signaling, phonemes (vowels and consonants), phonological rules, rhythm, vowel reduction, and word stress. It also discusses challenges related to spelling interference for Portuguese learners of English due to inconsistencies between English spelling and pronunciation.
The document discusses the importance of pronunciation in second language teaching and acquisition. It argues that pronunciation should be emphasized early on as pronunciation habits are formed early. Neglecting pronunciation accuracy can lead to fossilized errors, as learners will perceive and produce sounds based on their native language. The document highlights several phonological differences between English and Portuguese, such as differences in phonemes, phonetic signaling, rhythm and stress. It also discusses challenges caused by inconsistencies between English spelling and pronunciation.
The document is a research paper about American Sign Language (ASL). It discusses the origins and development of ASL, how it differs from spoken languages, its importance for the deaf community, and its growing popularity. The paper also explores how ASL has been used to communicate with animals and how it helps develop identity and social skills in deaf children.
The document summarizes the Diagnostic Reading Tool (DRT) created by the Reading Assessment Pilot Program (RAPP) committee to comprehensively assess students' reading abilities. It describes the DRT's assessment of key reading components including language comprehension, decoding/basic reading skills, and reading comprehension. It then provides more detailed explanations of the subcomponents assessed within language (listening comprehension, background knowledge, vocabulary), phonics (phonemic decoding fluency, word attack, letter-sound knowledge), and phonological awareness (phonemic awareness, syllables, rhyming).
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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) INWORDS
THE IMPLICATION OF A GROWING ABILITY TO
IDENTIFY INDIVIDUAL SOUNDS INWORDS.
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)
ORALLANGUAGE
CHALLENGES
LISTENING
Memoryfor word
sequence
(phonenumbers,
directions)
Poor
PHONOLOGICAL
AWARENESS
Foreign
Language
SPEAKING
Word
Finding
Multi-
syllables
Sequencing
Ideas
Foreign
Language
34. THE PICTURE OF DYSLEXIA
WRITTENLANGUAGE
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
SpatialAwareness
Up/Down
Left/Right
36. THE PICTURE OF DYSLEXIA
(ALL SYMPTOMS DO NOT OCCUR WITH EVERYONE)
ACCOMPANYING CHALLENGES
(BEHAVIORAL)
Parents withsimilar
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