characteristics of the dyslexic learner - karen vickery
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Characteristics of the Characteristics of the Dyslexic LearnerDyslexic Learner
Southwest Branch Southwest Branch
International Dyslexia Association International Dyslexia Association Conference Conference
February 9, 2007February 9, 2007
Albuquerque, New MexicoAlbuquerque, New Mexico
Karen S. Vickery, Ed.D., CALT, QIKaren S. Vickery, Ed.D., CALT, QIDirector, Learning Therapy CenterDirector, Learning Therapy Center
Jana Jones, CALT, QIJana Jones, CALT, QICoordinator, Learning Therapist Certificate Coordinator, Learning Therapist Certificate
ProgramProgram
School of Education and Human DevelopmentSchool of Education and Human DevelopmentSouthern Methodist UniversitySouthern Methodist UniversityDallas, TexasDallas, Texas
Myths & Misunderstandings Myths & Misunderstandings About DyslexiaAbout Dyslexia
Does not exist – is merely a catch all Does not exist – is merely a catch all term for learning problemsterm for learning problems
Dyslexia cannot be diagnosed until a Dyslexia cannot be diagnosed until a child is 8 to 11 years oldchild is 8 to 11 years old..
It’s a visual problem – people see It’s a visual problem – people see and write letters and words and write letters and words backward.backward.
Forcing a student to read every day Forcing a student to read every day will make him or her a better reader.will make him or her a better reader.
More boys than girls are More boys than girls are dyslexicdyslexic
Clumsy; trouble tying shoes, Clumsy; trouble tying shoes, etc.etc.
Dyslexia affects only Dyslexia affects only
English speakersEnglish speakers
Child with a Language Child with a Language DifferenceDifference
2-D learners2-D learners Have talent for languageHave talent for language Good at sequence and time and eventsGood at sequence and time and events Memory for abstract symbols—letters Memory for abstract symbols—letters
stand for somethingstand for something Some have photographic memory for Some have photographic memory for
words and letters—need to see a word words and letters—need to see a word 15-50 times to remember it15-50 times to remember it
3-D learners3-D learners Have a talent to make, do, draw, buildHave a talent to make, do, draw, build
Often intuitive, creative, and good Often intuitive, creative, and good imaginationimagination
May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember itseeing a word or letter to remember it
Usually literal minded, concrete Usually literal minded, concrete thinkersthinkers
Do not do well with idioms Do not do well with idioms ““knock it off”knock it off”
Often seen as lazy or immatureOften seen as lazy or immature
DyslexiaDyslexia
Important to remember that Important to remember that students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an accident or Not a disease or result of an accident or
injury but rather it describes a kind of injury but rather it describes a kind of mindmind Often gifted and productive mind that Often gifted and productive mind that
learns differentlylearns differently
Not a Single Pattern that Not a Single Pattern that Identifies a Student with DyslexiaIdentifies a Student with Dyslexia SomeSome
Reverse letters—others do notReverse letters—others do not Show related problems with spoken Show related problems with spoken
language—others do notlanguage—others do not Have problems with attention—others do Have problems with attention—others do
notnot Have trouble retrieving words to recall Have trouble retrieving words to recall
them quickly—others do notthem quickly—others do not Have trouble with math—others are Have trouble with math—others are
talented in mathtalented in math
Some students with dyslexiaSome students with dyslexia Have problems with organization—others Have problems with organization—others
do notdo not Appear insensitive to others—others are Appear insensitive to others—others are
very sensitivevery sensitive Have a low self-esteem—others do notHave a low self-esteem—others do not Have difficulty with handwriting—others Have difficulty with handwriting—others
do notdo not Have a slow rate of writing—others do notHave a slow rate of writing—others do not
A Student with Dyslexia A Student with Dyslexia has a Unique Pattern has a Unique Pattern
Much Like Your Much Like Your FingerprintFingerprint
Person who reads well with poor Person who reads well with poor comprehensioncomprehension
Inaccurate reader with strong Inaccurate reader with strong comprehensioncomprehension lots of errors, substitutions, omissions of lots of errors, substitutions, omissions of
words but somehow the words but somehow the sense of the message is completesense of the message is complete
Extremely slow readerExtremely slow reader
Strong speller and the slow readerStrong speller and the slow reader
Adequate reader who has enormous Adequate reader who has enormous difficulty with all written expressiondifficulty with all written expression Including copying and spellingIncluding copying and spelling
One that has trouble with all of the One that has trouble with all of the aboveabove
DyslexiaDyslexia
A language based disabilityA language based disability
Refers to a number of symptoms Refers to a number of symptoms which result in people having which result in people having difficulty with specific language difficulty with specific language skills, particularly readingskills, particularly reading
May also cause difficulties in May also cause difficulties in spelling, writing, and speakingspelling, writing, and speaking
A life long statusA life long status
Impact may change at Impact may change at different times in a person’s different times in a person’s lifelife
Referred to as a learning Referred to as a learning disability because disability because dyslexia can make it very dyslexia can make it very difficult or impossible for a difficult or impossible for a student to succeed student to succeed academically in an academically in an instructional setting instructional setting
Definition of DyslexiaDefinition of Dyslexia
dys—dys—difficultydifficulty, , hardhard
lex—lex—languagelanguage,, wordswords
dyslexia—difficulty dyslexia—difficulty with languagewith language
Working Definition of the Working Definition of the International Dyslexia International Dyslexia
AssociationAssociation Dyslexia is a specific learning disability that is Dyslexia is a specific learning disability that is
neurological in origin. It is characterized by neurological in origin. It is characterized by difficulties with accurate and/or fluent word difficulties with accurate and/or fluent word recognition and by poor spelling and decoding recognition and by poor spelling and decoding abilities. These difficulties typically result from a abilities. These difficulties typically result from a deficit in the phonological component of language deficit in the phonological component of language that is often unexpected in relation to other that is often unexpected in relation to other cognitive abilities and the provision of effective cognitive abilities and the provision of effective classroom instruction. classroom instruction.
Secondary consequences may include Secondary consequences may include problems in reading comprehension and problems in reading comprehension and reduced reading experience that can impede reduced reading experience that can impede growth of vocabulary and background growth of vocabulary and background knowledge. knowledge.
What Causes Dyslexia?What Causes Dyslexia?
Exact causes are not completely Exact causes are not completely clear.clear.
Brain imagery studies (f MRI) show Brain imagery studies (f MRI) show that there are differences in the way that there are differences in the way the brain of individuals with the brain of individuals with dyslexia develop and function.dyslexia develop and function.
Broca’s area
Wernike’s area
Occipito-temporal
A key factor in reading difficulties A key factor in reading difficulties is that people with dyslexia have is that people with dyslexia have trouble hearing and discriminating trouble hearing and discriminating sounds within words.sounds within words.
It is not due to a lack of It is not due to a lack of intelligence or a lack of motivation intelligence or a lack of motivation to learn.to learn.
How Widespread is How Widespread is Dyslexia?Dyslexia?
Current research shows that Current research shows that approximately 15-20% of the approximately 15-20% of the population has a reading population has a reading disability. disability.
Of that 15-20%, 85% are Of that 15-20%, 85% are dyslexicdyslexic
School population
% w/ reading disability
Likely to be dyslexic
Dyslexia is non-discriminatory; it Dyslexia is non-discriminatory; it occurs in people of all backgrounds.occurs in people of all backgrounds.
Dyslexia runs in families; dyslexic Dyslexia runs in families; dyslexic parents are very likely to have parents are very likely to have children who are dyslexic.children who are dyslexic.
Identification is made very early in Identification is made very early in some people but for others some people but for others identification comes very late or not identification comes very late or not at all.at all. Barbara Foorman, Jack Fletcher, and David FrancisBarbara Foorman, Jack Fletcher, and David Francis
Center for Academic and Reading Skills (CARS)Center for Academic and Reading Skills (CARS)
Individuals with dyslexia can be very Individuals with dyslexia can be very intelligent.intelligent.
Individuals with dyslexia are often Individuals with dyslexia are often gifted in many areas that do not gifted in many areas that do not require strong written language skillsrequire strong written language skills—such as art, computer science, —such as art, computer science, design, drama, electronics, math, design, drama, electronics, math, mechanics, sports, music, physics, mechanics, sports, music, physics, sales, and business.sales, and business.
Some Famous DyslexicsSome Famous Dyslexics
Nelson RockefellerNelson Rockefeller Winston ChurchillWinston Churchill Sir Richard Sir Richard
BransonBranson Erin BrokovichErin Brokovich John T. ChambersJohn T. Chambers
Warning Signs of Dyslexia Warning Signs of Dyslexia in Preschoolin Preschool
Delayed speech; slow to add new words; Delayed speech; slow to add new words; difficulty finding the right worddifficulty finding the right word
Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords
Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colors, days of week, Difficulty learning colors, days of week,
numbers, shapesnumbers, shapes Difficulty learning how to spell or write Difficulty learning how to spell or write
namename Adapted from Adapted from Overcoming DyslexiaOvercoming Dyslexia by Sally Shaywitz by Sally Shaywitz
Warning Signs of Dyslexia Warning Signs of Dyslexia in Elementary School K-3in Elementary School K-3
Difficulty understanding that Difficulty understanding that words can be separated into parts words can be separated into parts (firetruck: fire and truck) and that (firetruck: fire and truck) and that words can be separated into words can be separated into sounds (tip = /t/ /sounds (tip = /t/ /ĭĭ/ /p/)/ /p/)
Difficulty learning letter names Difficulty learning letter names and soundsand sounds
Difficulty reading single words; Difficulty reading single words; relies on context clues to recognize relies on context clues to recognize words; Can’t remember sight wordswords; Can’t remember sight words
Slow choppy, inaccurate oral readingSlow choppy, inaccurate oral reading
Difficulty with daily spelling Difficulty with daily spelling Adapted from Adapted from Overcoming DyslexiaOvercoming Dyslexia by Sally Shaywitz by Sally Shaywitz
Warning Signs of Dyslexia Warning Signs of Dyslexia in Other Gradesin Other Grades 4 4thth – High – High
SchoolSchool
Has difficulty spelling – may use Has difficulty spelling – may use simplified vocabulary when simplified vocabulary when writing. writing.
Continues to have reading Continues to have reading difficultydifficulty
Lacks fluency; reads slowly; avoids Lacks fluency; reads slowly; avoids oral readingoral reading
Avoids reading for pleasureAvoids reading for pleasure
Difficulty finding the right word Difficulty finding the right word when speakingwhen speaking Vocabulary may be inadequate Vocabulary may be inadequate
Dreads going to schoolDreads going to school Complains of headaches, stomach achesComplains of headaches, stomach aches
Adapted from Adapted from Overcoming DyslexiaOvercoming Dyslexia by by Sally ShaywitzSally Shaywitz
Warning Signs of Dyslexia Warning Signs of Dyslexia in High Schoolin High School
All of the previous symptoms plusAll of the previous symptoms plus Limited vocabularyLimited vocabulary Poor written expressionPoor written expression
Large discrepancy between verbal skills Large discrepancy between verbal skills and written compositionand written composition
Difficulty in learning foreign Difficulty in learning foreign languagelanguage
Poor grades in many classesPoor grades in many classes Danger of dropping out due to Danger of dropping out due to
feelings of failurefeelings of failure
Warning Signs of Dyslexia Warning Signs of Dyslexia in Adultsin Adults
Education history similar to previous Education history similar to previous warning signs pluswarning signs plus Slow readerSlow reader May have to read a page 2-3 times to May have to read a page 2-3 times to
understand itunderstand it Terrible spellerTerrible speller Difficulty putting thoughts on paper – Difficulty putting thoughts on paper –
dreads writingdreads writing Difficulty following directions – gets lost Difficulty following directions – gets lost
easilyeasily
Other Effects of DyslexiaOther Effects of Dyslexia
Impact is different for each person Impact is different for each person and depends on the severity of the and depends on the severity of the learning difference.learning difference.
Depends on the type and approach Depends on the type and approach of remediationof remediation
Reading, spelling, and writing are Reading, spelling, and writing are the most common areas.the most common areas.
Some people with dyslexia do not Some people with dyslexia do not have great difficulty with early have great difficulty with early reading and spelling but have reading and spelling but have difficulty when more complex difficulty when more complex language skills are required.language skills are required. Grammar, understanding textbook Grammar, understanding textbook
material, and writing essays, etc.material, and writing essays, etc.
Some people with dyslexia have Some people with dyslexia have problems with spoken languageproblems with spoken language Difficulty expressing themselves Difficulty expressing themselves
clearlyclearly Difficulty comprehending or Difficulty comprehending or
understanding what others mean understanding what others mean when they speakwhen they speak May be hard to detect but can lead to May be hard to detect but can lead to
major problems in academic settings, major problems in academic settings, the workplace, and in relating to and the workplace, and in relating to and getting along with other peoplegetting along with other people
Effects of dyslexia reach far beyond the Effects of dyslexia reach far beyond the classroomclassroom Self-imageSelf-image Feelings of being dumb or “different”Feelings of being dumb or “different” Feeling of being less capable than they Feeling of being less capable than they
really are really are Stress due to academic or social Stress due to academic or social
problemsproblems Discouraged about continuing in schoolDiscouraged about continuing in school
Historical PerspectiveHistorical Perspective
Late 1800’sLate 1800’s Beginning reading emphasized Beginning reading emphasized
teaching letter/sound relationshipsteaching letter/sound relationships Reading and spelling were taught Reading and spelling were taught
as related skillsas related skills Cursive handwriting was taught to Cursive handwriting was taught to
all studentsall students
Around early 1900’sAround early 1900’s Emphasis gradually shifted from Emphasis gradually shifted from
directly teaching sound/symbol directly teaching sound/symbol relationships to a whole word approachrelationships to a whole word approach
A manuscript print form of writing A manuscript print form of writing began to be used as the introductory began to be used as the introductory form of handwritingform of handwriting
In early 1940’s, cursive handwriting In early 1940’s, cursive handwriting was deferred for approximately two was deferred for approximately two yearsyears
In 1920’s Dr. Samuel T. OrtonIn 1920’s Dr. Samuel T. Orton Neuropsychiatrist and PathologistNeuropsychiatrist and Pathologist Pioneer in focusing attention on Pioneer in focusing attention on
reading failure and related language reading failure and related language processing difficultiesprocessing difficulties
Provided the medical psychological Provided the medical psychological researchresearch
The work that Dr. Samuel T. Orton The work that Dr. Samuel T. Orton did stood as the foundation for many did stood as the foundation for many of the curriculums used today.of the curriculums used today.
Dr. Samuel T. OrtonDr. Samuel T. Orton Saw patients unable to read, Saw patients unable to read,
spell, or write but could spell, or write but could determine no physical causedetermine no physical cause
Dr. Orton recognized that the Dr. Orton recognized that the treatment was educationaltreatment was educational
Dr. Orton prescribed specialized Dr. Orton prescribed specialized multisensory teaching multisensory teaching techniquestechniques
In 1930’s In 1930’s Dr. Orton worked closely with a Dr. Orton worked closely with a
number of educators including Anna number of educators including Anna GillinghamGillingham
Anna Gillingham Anna Gillingham Educator and PsychologistEducator and PsychologistTeacher TrainerTeacher TrainerProvided the educational Provided the educational treatmenttreatment
Anna Gillingham had already been Anna Gillingham had already been using multisensory techniques before using multisensory techniques before she worked with Dr. Ortonshe worked with Dr. Orton
She and Bessie Stillman co-authored She and Bessie Stillman co-authored a teacher manual for the “alphabetic a teacher manual for the “alphabetic method” on Dr. Orton’s method” on Dr. Orton’s theoriestheories Original manual published in 1935Original manual published in 1935 Believed both students and Believed both students and
teachers must be taught one-to-oneteachers must be taught one-to-one
1965-19751965-1975 Under direction of Aylett R. Cox and Under direction of Aylett R. Cox and
Dr. Lucius Waites, the staff of Dr. Lucius Waites, the staff of the Dyslexia Child Study Unit at Texas the Dyslexia Child Study Unit at Texas Scottish Rite Hospital in Dallas Scottish Rite Hospital in Dallas extended and refined Orton-Gillingham extended and refined Orton-Gillingham methodology into a program known as methodology into a program known as Alphabetic Phonics.Alphabetic Phonics. Taught in small, homogeneous Taught in small, homogeneous
groups of 6-8 studentsgroups of 6-8 students Trained teachers in groupsTrained teachers in groups
19851985 Southern Methodist University Southern Methodist University
Learning Therapy Program was Learning Therapy Program was establishedestablished Division of Evening, Summer, and Division of Evening, Summer, and
Continuing StudiesContinuing Studies Four courses were offered to train Four courses were offered to train
teachers to work with teachers to work with students with dyslexiastudents with dyslexia
TodayToday Southern Methodist University Southern Methodist University
School of Education and Human School of Education and Human DevelopmentDevelopment
Learning Therapy CenterLearning Therapy Center Learning Therapist Certificate Learning Therapist Certificate
ProgramProgram Dyslexia Teaching Level Certificate Dyslexia Teaching Level Certificate
ProgramProgram Diagnostic Center for Dyslexia and Diagnostic Center for Dyslexia and
Related DisordersRelated Disorders Academic Enhancements Workshops Academic Enhancements Workshops
for Youth during the summer for Youth during the summer
SMUSMU Learning Therapist Certificate Learning Therapist Certificate
ProgramProgram Two year course of studyTwo year course of study 22 graduate credit hours certificate 22 graduate credit hours certificate
programprogram 16 graduate credit hours for core courses16 graduate credit hours for core courses 4 graduate credit hours for practicum4 graduate credit hours for practicum
700 clinical teaching hours700 clinical teaching hours 10 demonstration lessons10 demonstration lessons
2 graduate credit hours in electives of 2 graduate credit hours in electives of supporting topicssupporting topics
Masters of Education in Learning TherapyMasters of Education in Learning Therapy
SMUSMU
Dyslexia Teaching Level Certificate Dyslexia Teaching Level Certificate ProgramProgram 9 month course of study9 month course of study 5 graduate credit hours certificate 5 graduate credit hours certificate
programprogram 90 contact hours of instruction in core 90 contact hours of instruction in core
curriculumcurriculum 90 practicum teaching hours90 practicum teaching hours 5 demonstration lessons5 demonstration lessons
Basic Facts of the Basic Facts of the Orton Gillingham Orton Gillingham
ApproachApproach The phrase “Orton-Gillingham approach” The phrase “Orton-Gillingham approach”
refers to the structured, refers to the structured, sequential, multisensory techniques sequential, multisensory techniques established by Dr. Orton and Ms. established by Dr. Orton and Ms. Gillingham and their colleaguesGillingham and their colleagues
Originally designed for one-to-one Originally designed for one-to-one instruction for remedial tutors but is instruction for remedial tutors but is appropriate for teaching individuals, appropriate for teaching individuals, small groups, and classrooms at all small groups, and classrooms at all levels.levels.
Studies from the NICHD indicate that Studies from the NICHD indicate that for beginning and struggling readers for beginning and struggling readers this method is most effective.this method is most effective.
The Orton-Gillingham approach has The Orton-Gillingham approach has been well respected for over 50 years.been well respected for over 50 years.
This approach is rooted in years of This approach is rooted in years of neurological, psychological, and neurological, psychological, and educational research.educational research.
What is Taught?What is Taught?
Phoneme and Phonological Phoneme and Phonological AwarenessAwareness
Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
How is it Taught?How is it Taught?
SimultaneousSimultaneous MultisensoryMultisensory Systematic and CumulativeSystematic and Cumulative Direct InstructionDirect Instruction Diagnostic TeachingDiagnostic Teaching Synthetic and Analytic Synthetic and Analytic
InstructionInstruction
Distinguishing Features of Distinguishing Features of the Orton-Gillingham the Orton-Gillingham
ApproachApproach Summary from June Orton, the wife Summary from June Orton, the wife
of Samuel Ortonof Samuel Orton It is a direct approach to the study It is a direct approach to the study
of phonics, presenting the of phonics, presenting the sounds of the phonograms orally sounds of the phonograms orally as separate units and then as separate units and then teaching the process of blending teaching the process of blending them into syllables and them into syllables and words.words.
It is an integrated, total language It is an integrated, total language approach.approach.
Each unit sequence is established Each unit sequence is established through hearing, speaking, seeing, through hearing, speaking, seeing, and writing.and writing.
Auditory, visual, and kinesthetic Auditory, visual, and kinesthetic patterns reinforce each other and this patterns reinforce each other and this also provides for individual differences also provides for individual differences among the students. among the students.
It is a circular, multisensory process.It is a circular, multisensory process.
It is a systematic It is a systematic step-by-step step-by-step approach, proceeding approach, proceeding from the simpler to from the simpler to the more complex in the more complex in orderly progression orderly progression in an upward spiral of in an upward spiral of language language development.development.
In a 1974 interview with Margaret In a 1974 interview with Margaret RawsonRawson Stated that while Dr. Orton gave Anna Stated that while Dr. Orton gave Anna
Gillingham the principles of organization, Gillingham the principles of organization, she took the ball and ran with it.she took the ball and ran with it. Anna Gillingham organized the material Anna Gillingham organized the material
or put the language into some or put the language into some sort of rational organization for use in sort of rational organization for use in teaching.teaching.
Perspectives, Fall 2006, The International Perspectives, Fall 2006, The International Dyslexia AssociationDyslexia Association
In their manuals, Gillingham and In their manuals, Gillingham and Stillman directStillman direct
the teacher to assist children in the teacher to assist children in making numerous visual, auditory, making numerous visual, auditory, and kinesthetic-tactile linkagesand kinesthetic-tactile linkages
Portrayed by their “language triangle”Portrayed by their “language triangle”
Perspectives, Perspectives, Fall 2006, Fall 2006,
The International Dyslexia AssociationThe International Dyslexia Association
A-K
Visual
Auditory Kinesthetic
A-V V-K
Anna Gillingham and Bessie Stillman Anna Gillingham and Bessie Stillman described eight possible linkages and described eight possible linkages and noted that three of these linkages noted that three of these linkages require routine drill during each require routine drill during each lessonlesson Translation of seen symbol into soundTranslation of seen symbol into sound Translation of sound into named symbolTranslation of sound into named symbol Translation of sound into written symbolTranslation of sound into written symbol Perspectives,Perspectives, Fall 2006, The International Dyslexia Fall 2006, The International Dyslexia
AssociationAssociation
Alphabetic PhonicsAlphabetic Phonics
According to According to Aylett CoxAylett Cox
Alphabetic PhonicsAlphabetic Phonics is an is an organization and expansion of organization and expansion of
the Orton-Gillingham the Orton-Gillingham multisensory approach.multisensory approach.
Alphabetic Phonics began at Texas Alphabetic Phonics began at Texas Scottish Rite Hospital for Children Scottish Rite Hospital for Children in Dallas in the mid 1960’s as a in Dallas in the mid 1960’s as a collaboration between collaboration between Sally ChildsSally Childs and and Lucius Lucius WaitesWaites (a pediatric (a pediatric neurologist who established the neurologist who established the Child Development Division at the Child Development Division at the hospital)hospital)
The program was developed and The program was developed and revised over a ten year period revised over a ten year period during which over 1,000 children during which over 1,000 children with dyslexia came daily to Waite’s with dyslexia came daily to Waite’s clinic for remedial instruction.clinic for remedial instruction.
Alphabetic Phonics was expanded Alphabetic Phonics was expanded from tutorials to small group from tutorials to small group instruction to meet the needs of the instruction to meet the needs of the number of children referred to the number of children referred to the language lab.language lab.
What Does Multisensory Teaching What Does Multisensory Teaching Look Like?Look Like?
How do people learn?How do people learn?
1% through TASTE1% through TASTE
1.5% through TOUCH1.5% through TOUCH
3.5% through SMELL3.5% through SMELL
11% through 11% through
HEARINGHEARING
83% through SIGHT83% through SIGHT
How much is retained?How much is retained?
10% of what is READ10% of what is READ
20% of what is HEARD20% of what is HEARD
30% of what is SEEN30% of what is SEEN
50% of what is SEEN & HEARD 50% of what is SEEN & HEARD
simultaneouslysimultaneously
70% of what is SAID as you TALK70% of what is SAID as you TALK
90% of what is SAID as you DO a thing90% of what is SAID as you DO a thing
Time Span of RetentionTime Span of RetentionMethod of Method of InstructionInstruction
Recall 3 Recall 3 hours hours laterlater
Recall 3 Recall 3 days laterdays later
LectureLecture 70%70% 10%10%Showing used Showing used alonealone
72%72% 20%20%
Blend of Show Blend of Show /Tell/Do/Tell/Do
85%85% 65%65%
Everything we learn enters Everything we learn enters through our sensory pathways. through our sensory pathways.
How well we attend to and How well we attend to and retain this sensory input retain this sensory input determines our learning.determines our learning.
The simultaneous access to The simultaneous access to multiple sensory pathways multiple sensory pathways increases our potential to increases our potential to learn.learn.
Multisensory Teaching Uses the Multisensory Teaching Uses the Three Pathways of LearningThree Pathways of Learning
AuditoryAuditory
VisualVisual
Kinesthetic-tactileKinesthetic-tactile
Guided DiscoveryGuided Discovery
Guided discovery involves the Guided discovery involves the student’s three pathways of learning.student’s three pathways of learning.
SocraticSocratic questioning or “guided questioning or “guided questions” is leading students to the questions” is leading students to the answers without telling them.answers without telling them.
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities, the “discovery” approach modalities, the “discovery” approach to instruction has proven to be quite to instruction has proven to be quite effective with dyslexic students. effective with dyslexic students.
Auditory DiscoveryAuditory Discovery
Use questioning techniques to Use questioning techniques to present auditory discovery, linking present auditory discovery, linking the new to the known, and building the new to the known, and building on similarities or differences.on similarities or differences.
What do you hear that is the same?What do you hear that is the same? Socratic questioning is a form of Socratic questioning is a form of
auditory discovery. auditory discovery.V
A K
Visual DiscoveryVisual Discovery
After students are introduced to an After students are introduced to an auditory discovery, the visual symbols auditory discovery, the visual symbols representing the new concept or representing the new concept or phoneme are presented using phoneme are presented using questioning techniques to lead students questioning techniques to lead students to self-discovery.to self-discovery.
What do you see that is the same?What do you see that is the same? Chalktalk and coding are techniques Chalktalk and coding are techniques
used in visual discovery.used in visual discovery.
Kinesthetic-Tactile DiscoveryKinesthetic-Tactile Discovery
Skywriting and ‘feelies’ are Skywriting and ‘feelies’ are techniques used in kinesthetic-techniques used in kinesthetic-
tactile discoverytactile discovery Making a concept cardMaking a concept card Coding words on the boardCoding words on the board Trace & Copy letter shapesTrace & Copy letter shapes Workbook pageWorkbook page Spelling Notebook Spelling Notebook
Elements of Discovery LearningElements of Discovery Learning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
Mastery Model of Teaching and Mastery Model of Teaching and LearningLearning
Uses the Following:Uses the Following: Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
Little drops of water on Little drops of water on the rockthe rock
Multisensory InstructionMultisensory Instruction
Multisensory refers to any learning Multisensory refers to any learning activity that includes the activity that includes the use of two or more sensory use of two or more sensory modalities simultaneously to take in modalities simultaneously to take in or express information.or express information.
Multisensory Teaching of Basic Language SkillsMultisensory Teaching of Basic Language Skills Louisa C. Moats and Louisa C. Moats and Mary L. FarrellMary L. Farrell
Multisensory instruction links Multisensory instruction links listening, reading, spelling, and listening, reading, spelling, and writing.writing.
Multisensory instruction supports Multisensory instruction supports and strengthens the connection of and strengthens the connection of oral language and visual language oral language and visual language symbols (letters).symbols (letters).
When people with dyslexia use all When people with dyslexia use all of their senses (visual, auditory, of their senses (visual, auditory, kinesthetic- tactile) as they learn, kinesthetic- tactile) as they learn, they are better able to store and they are better able to store and retrieve the information. retrieve the information.
A student with dyslexia sees the A student with dyslexia sees the letter letter aa, says its name and , says its name and sound, and writes it in the sound, and writes it in the air simultaneously. air simultaneously.
This is skywriting.This is skywriting.
Everything we learn, enters Everything we learn, enters through our sensory pathways.through our sensory pathways.
The simultaneous access to The simultaneous access to multiple sensory pathways multiple sensory pathways increases our potential to learn.increases our potential to learn.
How well we attend to and retain How well we attend to and retain this sensory input determines our this sensory input determines our learning.learning.
Mastery Model of Mastery Model of Teaching & Teaching &
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95%
Practice
cumulative
automaticity
Discovery
Short term memory
IntroduceIntroduce
ReviewReview
PracticePractice
How is it taught?How is it taught?
Simultaneous Multisensory Simultaneous Multisensory InstructionInstruction Using the senses (Visual, Auditory, Using the senses (Visual, Auditory,
Kinesthetic-Tactile) to assist with the Kinesthetic-Tactile) to assist with the ability to storeability to store and also recall and also recall informationinformation
This is emphasized through sky writing This is emphasized through sky writing during a lesson during a lesson..
Bright Solutions for Dyslexia, LLC Bright Solutions for Dyslexia, LLC
Intense Instruction/Consistent Intense Instruction/Consistent PracticePractice The instruction provides a greater The instruction provides a greater
degree of intensity than that of degree of intensity than that of traditional reading instruction. traditional reading instruction.
Practice, Practice, Practice, Practice, PracticePractice . . . . . .
Bright Solutions for Dyslexia, LLC Bright Solutions for Dyslexia, LLC
Direct, Explicit InstructionDirect, Explicit Instruction A student is taught directly and A student is taught directly and
explicitly the rules that explicitly the rules that govern written language. govern written language.
Systematic and CumulativeSystematic and Cumulative A firm foundation must be A firm foundation must be
established that includes the logical established that includes the logical reasoning behind our language. reasoning behind our language. Prior-knowledge is used as a Prior-knowledge is used as a framework for newly introduced framework for newly introduced information and follows a logical information and follows a logical progression. progression.
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Synthetic and AnalyticSynthetic and Analytic SyntheticSynthetic: how letters come : how letters come
together totogether to
form a wordform a word AnalyticAnalytic: breaking a word into : breaking a word into
smaller partssmaller parts
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Diagnostic TeachingDiagnostic Teaching The teacher is always assessing the The teacher is always assessing the
needs of the student. There is needs of the student. There is an in-depth awareness of an an in-depth awareness of an individual student and his or her individual student and his or her ability to apply new ability to apply new knowledge accurately and knowledge accurately and consistently.consistently.
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There is a suggested alignment and There is a suggested alignment and rotation of activities to be presented in rotation of activities to be presented in daily one hour sessions daily one hour sessions
Ordered daily presentation of activities and Ordered daily presentation of activities and materialsmaterials New concepts based on previous learningNew concepts based on previous learning Concepts taught gradually, one at a timeConcepts taught gradually, one at a time Adequate practice provided to insure Adequate practice provided to insure
student’s complete absorption of student’s complete absorption of materialsmaterials
FoundationsFoundations For LiteracyFor Literacy by Aylett R. Cox by Aylett R. Cox
Four schedules of daily plans to Four schedules of daily plans to guide teacher guide teacher Planning balanced lessonsPlanning balanced lessons Rotating demands on student’s three Rotating demands on student’s three
learning modalitieslearning modalities Extending student’s secondary Extending student’s secondary
language skillslanguage skills Provide practice at each level Provide practice at each level Adjust pace to individual needsAdjust pace to individual needs
FoundationsFoundations For LiteracyFor Literacy by Aylett R. Cox by Aylett R. Cox
Precise steps in proceduresPrecise steps in procedures Presented to student through major Presented to student through major
avenues of his perception with same avenues of his perception with same sequential stepssequential steps
Patterns for acquisition of new learning Patterns for acquisition of new learning established regardless of which sensory established regardless of which sensory pathways are weakpathways are weak
Strong cognitive functions will support Strong cognitive functions will support the weaker ones until all develop to the weaker ones until all develop to sufficient level of efficiencysufficient level of efficiency
FoundationsFoundations For LiteracyFor Literacy by Aylett R. Cox by Aylett R. Cox
Rapid rotation of activitiesRapid rotation of activities Small increments of new learning Small increments of new learning
readily absorbed if activity is not readily absorbed if activity is not prolonged beyond 5 or 10 prolonged beyond 5 or 10 minutes of Reading, Handwriting, minutes of Reading, Handwriting, Spelling Spelling
Activities should be alternated in Activities should be alternated in same sequence each daysame sequence each day
Sequence should be postedSequence should be posted FoundationsFoundations For LiteracyFor Literacy by Aylett R. Cox by Aylett R. Cox
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that student’s knowledge Assures teacher that student’s knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically, successfully, and skills systematically, successfully, and permanentlypermanently
FoundationsFoundations For LiteracyFor Literacy by Aylett R. Cox by Aylett R. Cox
The teacher The teacher must correlate all properties of must correlate all properties of each letter in each letter in presentingpresenting
readingreading spelling spelling handwritinghandwriting
Must train student to develop Must train student to develop automatic responses which automatic responses which areare
auditoryauditory visualvisual kinesthetic, tactilekinesthetic, tactile
Essentials Essentials of of
EffectiveEffectiveSScientificcientific InstructionInstruction
If instruction is planned to If instruction is planned to meet the meet the
differing needs of learners, it differing needs of learners, it isis
individualized.individualized.
If instruction is based on the knowledge If instruction is based on the knowledge
and skill of experts from many fields, and skill of experts from many fields,
including education, medicine, psychology, including education, medicine, psychology,
social work, and language theory we call it social work, and language theory we call it
multidisciplinary.multidisciplinary.
If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing), learning pathways of visual (seeing),
auditory (hearing), and kinesthetic-auditory (hearing), and kinesthetic-tactile tactile
(feeling), then it is (feeling), then it is multisensory.multisensory.
Instruction makes sense when it takes Instruction makes sense when it takes advantage of the advantage of the alphabetic alphabetic principle. principle.
The term alphabetic principle refers The term alphabetic principle refers to anto an understanding that letters understanding that letters represent sounds and that letters are represent sounds and that letters are ordered in a specific sequence in ordered in a specific sequence in speech and that speech maps onto speech and that speech maps onto print.print.
If the sounds of the letters can be blended If the sounds of the letters can be blended
into words for reading, and the words can into words for reading, and the words can be be
divided into the sounds they are made of divided into the sounds they are made of for for
spelling and writing then we call the spelling and writing then we call the process process
synthetic-analytic.synthetic-analytic.
Material is organized and taught Material is organized and taught in a way in a way
that is logical and fits the nature that is logical and fits the nature of our of our
language. The procedure is language. The procedure is systematicsystematic..
The learner moves, step by step, in order, The learner moves, step by step, in order,
from simple, well-learned material to that from simple, well-learned material to that
which is more and more complex, as he or which is more and more complex, as he or
she masters the necessary body of she masters the necessary body of
language skills. The teaching islanguage skills. The teaching is sequentialsequential..
Each step of the way is based on Each step of the way is based on those those
already learned. The process is already learned. The process is cumulativecumulative..
The ultimate goal is for a student to understand The ultimate goal is for a student to understand
the reasons for what he is learning so that he the reasons for what he is learning so that he can can
think his way through language problems. The think his way through language problems. The
purpose of it all, from recognizing a letter to purpose of it all, from recognizing a letter to
writing a poem, is getting meaning from one writing a poem, is getting meaning from one
person’s mind to another’s. person’s mind to another’s. CommunicationCommunication is is
paramount.paramount.
GOOD NEWS!!!!GOOD NEWS!!!!
Good news is that students with Good news is that students with dyslexia can be helped.dyslexia can be helped.
Most can be helped to cope with their Most can be helped to cope with their language difficulties if they are well language difficulties if they are well diagnosed and taught appropriately.diagnosed and taught appropriately.
Using multisensory educational Using multisensory educational methods, they can learn to read and methods, they can learn to read and write.write.
Perhaps most important of all, with the Perhaps most important of all, with the
understanding, support, and understanding, support, and
encouragement of parents and teachers encouragement of parents and teachers
they can avoid the hurt and burden of they can avoid the hurt and burden of
failure and frustration that affects their failure and frustration that affects their
lives.lives.