dyslexia project

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By: Erica Klein Jennifer Esparza Brandy Hoesing

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Page 1: Dyslexia project

By:Erica Klein

Jennifer EsparzaBrandy Hoesing

Page 2: Dyslexia project

Reading is the fundamental skill upon which all formal education depends. Research now

shows that a child who doesn’t learn the reading basics early is unlikely to learn them at all.

Any child who doesn’t learn to read early and well will not easily master other skills and

knowledge and is unlikely to ever flourish in school or life.(Moats, 1999)

Page 3: Dyslexia project

What is Dyslexia? The International Dyslexia Association defines dyslexia as “a specific learning disability that is neurological in origin.”

According to the Texas Education Code, “dyslexia means a disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and sociocultural opportunity.”

Page 4: Dyslexia project

Characteristics of Dyslexia

A student identified as dyslexic may display difficulties with: phonemic awareness and

manipulation single-word decoding reading fluency spelling reading comprehension, and

written expressionDyslexic students may also have delays in spoken language, poor listening skills, auditory processing disorders, and difficulties learning directional components such as up-down, or east-west.

Social-emotional difficulties include: frustration slow processing organizational difficulties,

and anxiety

These factors can further complicate the academic success of dyslexic students.

Page 5: Dyslexia project

Effective Dyslexia Instruction

Intervention and specialized reading programs offer individualized and multi-sensory instruction that specifically meets the needs of

each dyslexic student.

The overall goal of dyslexia instruction is: Enable dyslexic students to become more confident, accurate, and fluent

independent readers.

Page 6: Dyslexia project

Instruction focuses on: •Phoneme awareness and Phonics Elements of language including:

a. morphology, b. semantics, c. Syntax, and d. pragmatics.

•Decoding•Fluency•Reading Comprehension•Writing mechanics•Handwriting skills•Alphabet skills, and •Spelling

Effective Dyslexia Instruction

Page 7: Dyslexia project

Qualification Requirements

“Inexpensive screening measures identify at risk children in mid-kindergarten with 85 percent accuracy” Hall and Moats

Page 8: Dyslexia project

• Notify parents or guardians of proposal to assess student for dyslexia (§504)• Inform parents or guardians of their rights under §504• Obtain permission from the parent or guardian to assess the student for dyslexia• Assess student, being sure that individuals/professionals who administer assessments have t•raining in the evaluation of students for dyslexia and related disorders (19 TAC §74.28)

Formal Assessment Procedures

Page 9: Dyslexia project

• Letter knowledge (name and associated sound)

• Reading real and nonsense words in isolation

(decoding)

• Reading fluency (rate and accuracy)

•Reading comprehension

•Written spelling

•Phonological Awareness

•Rapid Naming

Assessing students for dyslexia must involve these:

Formal Assessment Procedures

Page 10: Dyslexia project

Classroom Accommodations

Accommodations are the way a teacher changes how she presents information,tests

students, and has students practice new skills so that every child has a chance to succeed.

Page 11: Dyslexia project

Fear and Anxiety

● Never force them to read aloud● Never call on them unless they volunteer● Make sure your classroom is a safe place

to make mistakes● Don't force them to participate in any kind

of spelling bee.

Page 12: Dyslexia project

Reading

● Provide taped texts● Permit shared reading● Have someone read to the student● Pre-teach concepts of vocabulary

before the unit

Page 13: Dyslexia project

Spelling● Provide word banks● Have them learn a few words at a time● Make sure they can read the weekly

spelling lists● Don't count off for spelling● Allow them to use spell check

Page 14: Dyslexia project

Handwriting or Copying

● Accept oral work● Minimize copying from the board● Appoint a note taker for that student● Allow them to use a word processor

Page 15: Dyslexia project

Written Composition

● Accept projects● Shorter written assignment● Be specific about expectations● Accept oral work

Page 16: Dyslexia project

Testing● Give oral test

● Allow the test to be taken in a different environment

● Allow more time

● Fewer Questions

● Discuss the test format ahead of time

● Readable review sheet

● Make study cards

Page 17: Dyslexia project

Concept of Time● Reduce the amount of homework

given● Maintain a calendar● Divide long term assignments into

stages

Page 18: Dyslexia project

Self-Esteem● Say something good each day● Watch for signs of progress● Point out they have done well