Dyslexia/Struggling Reader

Diverse Learners

Presented by: Audra Brazell Kerese Millen

Caryn Burkes Marie Nolen

What is Dyslexia?

Dyslexia is a language-based learning disability that refers to a cluster of symptoms which result in people having difficulties with specific language skills, particularly reading.

Students with dyslexia usually experience difficulties with other language skills such as writing, spelling, and pronouncing words.

According to the International Dyslexia Association, the exact causes of dyslexia are still not clear.

Studies show that there are differences in the way the brain of a dyslexic person develops and function.

Detecting problems early, in order to avoid other problems later on, is the most practical course.

Causes of Dyslexia

* Dyslexics appear bright and highly intelligent but unable to perform at grade level.

They can be confused by letters, numbers, words, sequences, and verbal explanations.

The dyslexic student may spell phonetically and inconsistently. In addition, he or she will continue to read and reread with little

comprehension. They compute math operations with dependence on finger

counting and other tricks, and understands, but, is unable to translate to paper.

They may use repetitions, additions, transpositions, omissions, and reversals in their letters, numbers, or words.

Many have poor memory for sequences and facts that they have not yet experienced, however, they have excellent long term memory for experiences, locations, and faces.

The dyslexic child has little internal dialogue, and thinks with pictures and feelings rather than words and sounds.

Symptoms of Dyslexia

Learning to speak Learning letters and

their sounds Organizing written

and spoken language Memorizing number

facts Reading quickly

enough to comprehend

Persisting with and comprehending longer reading assignments

Spelling Learning a foreign

language Correctly doing math

operations

Problems experienced by Dyslexics

Dyslexia is one of those disabilities typically not identified until a child fails to read or write at the same pace as his or her peers. Since school is where we learn, school is typically when we see difficulties or disabilities that plague a child. Reading is a common difficulty of dyslexic children. The following slides give suggestions for identifying, providing support to, and strategies for working with struggling readers.

It is common for struggling readers to feel that they are failing at their “job” as students. Learning to read is key to being successful at that job, so when students struggle in this area, they can easily become discouraged, overwhelmed, and frustrated. Such feelings not only affect their peer relationships and academic success, but their image of self-worth as well.

   Children who struggle with low self-esteem may have little

or no desire to learn to read or go to school. They might start acting out in class or responding with negative feedback. They often use self-defeating phrases such as “I’m just not smart enough” or “I’ll never learn how to do this.” They need your help in turning their negative thoughts into positive ones.

Identifying a Struggling Reader

If students cannot read, they cannot be independent learners.

Teachers in all content areas must model the same thinking processes that are used for reading content.

Teachers must provide content related vocabulary.

Teachers should also highlight features of the textbook(s) used in class.

Struggling Readers

Teachers can construct rich knowledge goals as the basis of reading instruction.

Teachers can use real world interactions to connect reading to students experiences.

Teachers can bring in interesting books and materials.

Teachers can provide some choice among material to read.

Teachers can give direct instruction for important reading strategies.

Teachers can also encourage collaboration in many aspects of learning.

Provide support for engaged reading

1. Phonemic Awareness2. Phonics3. Fluency4. Vocabulary5. Comprehension

Comprehension: “Components of an Effective Reading Program” http://www.k8accesscenter.org/training_resources/effectivereadingcomponents.asp

Essential Components of Reading

First, it is imperative that comprehension instruction is explicit.

Second, the strategies must be modeled by skillful readers including teachers and peers.

Lastly, strategies must be scaffolded by teachers until the students are able to use them successfully while independently reading (Raphael, 2004).

Strategies

Prediction Think Aloud Visual Representation Summarization Questioning the Author Popcorn Reading Read Aloud Reading Buddies

SSR: Sustained Silent Reading

Directed Notes Vocabulary Building Highlighting Paired Partner

Reading Tape-Assisted

Reading Chunking

Modeling Strategies

Fluency can be defined as the ability to read connected text rapidly, smoothly, effortlessly, and automatically with little conscious attention to the mechanics of reading, such as decoding (Meyer and Felton, 1999).

Fluency provides a bridge between word recognition and comprehension. It also combines rate, accuracy, and reading with expression.

Becoming a fluent reader allows a child to focus more on developing comprehension and understanding what the text means rather than decoding the words themselves.

Both parents and teachers alike can promote fluency by working with the child and encouraging reading in all forms.

Fluency – an Essential Component of Reading

Repeated oral reading improves both word recognition and the speed and accuracy at which a child reads.

However, it is important to make sure the child is reading books that are a “good fit”; books that are at the level they are able to decode and understand.

Encourage children to read and reread their favorite books. Repeated reading can also improve a child’s

comprehension and reading expression as well. Reviewing sight words to allow the words to become easier

to recognize and the pace to continue moving forward. Try reading in different locations. Make it fun!

Promoting Fluency Through Repetition

The 2005 video, Dyslexia Support, features Lee Pascal, author and teacher, who has been studying dyslexia for over 35 years.

In this engaging and light-hearted workshop for teaching assistants, he tackles the serious subject of dyslexia and offers real insight into how dyslexics think, learn and remember.

He also looks at strategies and techniques for helping them with learning, spelling and reading.

After an introduction to the subject of dyslexia, Lee talks about the visual, auditory and kinesthetic approach to learning that dyslexics and others who have similar problems, find most useful. He engages his audience with some participatory games and passes on useful tips about how to support them with spelling.'Joined-up writing' and 'joined-up speaking' are just two of the methods he advocates.

He also looks at spelling techniques - look, cover, learn, remember - and concludes with the moving story of a boy who grew to love reading but only once books were made easy enough for him.

Dyslexia Support

References Allington, R.L. (2001). What really matters for

struggling readers: Designing research-based programs. New York: Addison-Wesley.

Crawford, E.C. and Torgesen, J.K. (2006). Teaching All Students to Read: Practices for Reading First Schools with Strong Intervention Outcomes, Summary Document. Tallahassee, FL: Florida Center for Reading Research.

International Dyslexia Association, 2007. Dyslexia Basics. © International Dyslexia Association

Reading Rockets (2011)