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Amy Schulting | Dyslexia SpecialistMarch 5, 2020

Early Childhood Special Education Conference

Early Literacy and Dyslexia

PROFESSIONAL ROLES

• Teacher: PreK - graduate school

• Research Scholar at Duke University

• Clinical Psychologist

• Educational Consultant

• *MDE Dyslexia Specialist*

ACADEMIC DEGREES & TRAINING

• M.Ed. – Education Leadership

• PhD – Licensed Clinical Psychologist

• Infant/Preschool Mental Health

• Transition to Kindergarten, Teacher HV

• Structured Literacy / Dyslexia Interventionist Certification (IDA)

• Wilson Certified Tutor

• LETRS Facilitator

• Parent

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Dr. Amy Schulting – Professional Background

Amy (age 4) Kindergarten Classroom

3Leading for educational excellence and equity, every day for every one. | education.state.mn.us3/3/2020

The Early Years: Preschool - Kindergarten

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4Leading for educational excellence and equity, every day for every one. | education.state.mn.us

29.0%28.2%26.6%

16.2%15.7%16.6%

40.7%41.5%42.2%

14.1%14.5%14.6%

MN 3rd Grade MCA Reading Outcomes (2017-2019)

AGENDA

• How the Brain Learns to Read

• What is Dyslexia?

• Supporting Early Literacy

• MN Statutes Related to Dyslexia

• MDE Website and Resources

Leading for educational excellence and equity, every day for every one. | education.state.mn.us

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What is Dyslexia?

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125A.01 Definition of Dyslexia (2015)

§ Subd. 2.Dyslexia.

"Dyslexia" means a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate or fluent recognition of words and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge.

Students who have a dyslexia diagnosis must meet the state and federal eligibility criteria in order to qualify for special education services.


Visual Definition of Dyslexia

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How the Brain Learns to Read

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Much of the following content is presented in its entirety through

Language Essentials for Teachers of Reading and Spelling (LETRS)® training.

https://www.revisor.mn.gov/statutes/?id=125a.01#stat.125A.01.2

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3/3/2020 10Leading for educational excellence and equity, every day for every one. | education.state.mn.us

Comprehension

Essential Components of Effective Reading Instruction:1. Phonemic Awareness2. Phonics3. Vocabulary4. Fluency5. Comprehension

6. *Oral Language*

The Five Strands of Reading: National Reading Panel (2000)

Simple View of Reading

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With Permission Voyager Sopris Learning, 2019

Figure 1.9 Reading Rope(Scarborough, 2001)

Skilled Reading Requires Integration of Many Skills

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Phonological and Phonemic Awareness



Phonological Awareness

Phonological and Phonemic Awareness (2)



Simple View of Reading and the Reading Rope are Same: Just Different Level of Detail

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Phonics: • The relationship

between letters and the sounds they represent.

• Also used to describe instruction.

Phonological and Phonemic Awareness / Phonics


Human brains are naturally hard-wired to for speech. Typically developing children acquire language through exposure and interaction with others.

HOWEVER, we are not naturally wired to read and write. Reading must be TAUGHT and new neural pathways created.

We learn to speak and understand language through exposure; we learn to read through instruction. Both skills benefit from practice and reinforce each other once developed. Source: Moats & Tolman, 2009

New Neural Pathways are Created for Reading

3/3/2020 18With Permission Voyager Sopris Learning, 2019

Neural Networks for Reading

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Artistic rendering of Neurons by Greg Dunn

• Neurons that fire together wire together.

• Neuronal tangles can prevent efficient transmission of the messages.

Neural Pathways for Reading

Supporting Early Literacy


Preschool: Dyslexia Red Flags

• Expressive and receptive language difficulties

• 33% Specific Language Impairment (preschool) Dyslexia (age 8) (Snowling et al, 2019)

• Difficulty with articulation, word order, grammar, pronouncing words (mawn lower)

• May have difficulty understanding orally presented information

• Stories are hard to follow (due to sequencing, word-retrieval, pronunciation, hesitant/choppy)


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Preschool: Dyslexia Red Flags (2)

• Rapid Automatized Naming (RAN) Deficits

• Difficulty learning the alphabet, numbers, days of the week, colors, shapes

• May struggle to find the right word (word-retrieval).

• Imprecise speech “thing, stuff, um.”

• Word substitutions (tomato vs. tornado)

• Difficulty learning how to spell and write his or her name

• May have difficulty with rhyming

• Often has difficulty separating or blending sounds in words


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From the Experts: Dr. Mark Seidenberg & Dr. Stanislas Dehaene


Five year olds with reading difficulties demonstrated language deficits at 30-months.- Age 2.5: syntax & articulation difficulties- Age 3-4: vocabulary and phonology difficulties- Age 5: vocabulary and pre-reading skill deficits (letters, sounds, PA)

Preschool measures of oral language predicted phoneme awareness and grapheme-phoneme knowledge just before school entry, which in turn predicted word-level literacy skills shortly after school entry. Oral Language skills at age 3 ½ and 5 ½ predict reading comprehension at age 8 ½ (Hulme, et al., 2015).

Molfese and colleagues measured electrical “evoked potentials” (aka ‘brain waves’) in INFANTS with a family risk of dyslexia. FINDING: speech sounds elicit atypical evoked potentials in these infants. Measurements taken within 36 hours of birth were strongly related to the child’s spoken-language skills at ages 3 & 5 and reading impairments at age 8 (Molfese, 2000).

Oral Language and Reading – Seidenberg, PhD (2017)

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Dyslexia – Seidenberg, PhD (2017)

• Reading doesn’t “click” for dyslexic readers. They are on a developmental trajectory or path that will not lead to fluent reading skills without appropriate instruction. The gift of time or ‘wait and see’ approach needs to be replaced with early identification and intervention. “The best treatment is prevention, taking action to keep the child off that path.”

• “Parents are often mistakenly assured that their (dyslexic) child will catch up without extra help.”


Preschool: Supporting Early Literacy

Engaging, developmental appropriate learning opportunities during preschool in the following areas are critical for later literacy skills:

• Oral Language

• Phonological Processing and Phonemic Awareness

• Print Knowledge: Includes alphabet knowledge and writing


Preschool: Supporting Early Literacy (2)

Oral Language

• Teacher models language and teaches vocabulary

• Reads books aloud to students

• Engaging with students 1:1, small group

• Take turns talking (“strive for five” turns)

• Teacher describes what he/she doing or describes what child is doing

• Recasts what child says with correct grammar

• Expands on what child says with more detail

• Show and tell opportunities, teacher/peer questions27Leading for educational excellence and equity, every day for every one. | education.state.mn.us3/3/2020

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Phonological Processing and Phonemic Awareness

• Rhyme knowledge (3 years olds) reading and spelling (5-6 year olds) (Bryant et al, 1990).

• Identifying syllables/sounds, blending, segmenting

• Rhyming matching, produce rhymes, listen to songs, nursery rhymes

• Initial Sound/Alliteration: Match and produce words with same first sound (orally, pictures)

• Repeating first sound in names (T-T-T Tommy), I’m thinking of something that starts with the sound /t/.

• Blend/Segmenting syllables: Calendar time: Jan-u-ar-y, Tues-day.

• I spy: Teacher segments the answer and students blend to figure it out. I Spy: “el-e-phant”



Print Knowledge: Includes alphabet knowledge and writing

• Reading books together

• Exposure to different types of print (books, magazines, catalogs)

• Students dictate stories that adult writes

• Students write their own stories

• Teach letter names and letter sounds

• Practice writing letters

• Provide multisensory opportunities


3/3/2020 With Permission Voyager Sopris Learning, 2019

•Approaches to learning•Language & literacy skills•Cognitive skills•Physical development•Social-emotional development•The Arts

The Ready Child: Ready Schools, Communities, Families

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LETRS: Language Essentials for Teachers of Reading

and Spelling


LETRS for Early Childhood Educators


LETRS is not a curriculum. It is a teacher PD program by Drs. Louisa Moats & Carol Tolman that can be used at all Tiers and with any literacy program currently in place

• Unit 1: Early Literacy Foundations

• Unit 2: Oral Language Connections

• Unit 3: Phonological “PH”oundations

• Unit 4: Print Knowledge ABC to XYZ

• List of Assessment tools to measure early literacy development

• Stages of play and connections to learning

MDE LETRS Implementation Project (Units 1-4)


• 5 MDE staff (2 are LETRS facilitators of 4 total facilitators in MN)

• 15 professors/instructors from 6 Universities

• 13 Administrators

• 15 Instructional / Literacy Coaches

• 108 Teachers

• 20 schools/districts with 2 Implementation sites (across 5 regions)

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Early Literacy Checklist (LETRS)



Early Literacy Checklist (LETRS) (2)



Early Literacy Checklist (LETRS)(3)

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Minnesota Statutes Related to Dyslexia

MN Statutes Related to Dyslexia (1)


There are FIVE Minnesota Statutes related to dyslexia:

• (2015) Dyslexia definition, MN Statute 125A.01

• (2016) Screening: Reading Proficiently No Later than Grade 3, MN Statute 120B.12

• (2017) Dyslexia Specialist at MDE, MN Statute 120B.122

• (2017) Alternative Instruction Prior to Evaluation for Special Ed, MN Statute 125A.56

• (2019) Teacher Preparation Program Requirements, MN Statute 122A.092(2019) Revised: Reading Proficiently No Later than Grade 3, MN Statute 120B.12


MDE Dyslexia Webpage

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MDE and Other Resources

- MDE Dyslexia webpage

- The International Dyslexia Association

- Reading Rockets

- LETRS Training

- Ohio Literacy Academy

- The Reading League


Thank you!

Amy SchultingMDE Dyslexia Specialist

[email protected]

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120B.122 Dyslexia Specialist (2017)

§ Subdivision 1.Purpose.

The department must employ a dyslexia specialist to provide technical assistance for dyslexia and related disorders and to serve as the primary source of information and support for schools in addressing the needs of students with dyslexia and related disorders. The dyslexia specialist shall also act to increase professional awareness and instructional competencies to meet the educational needs of students with dyslexia or identified with risk characteristics associated with dyslexia and shall develop implementation guidance and make recommendations to the commissioner consistent with section 122A.06, subdivision 4, to be used to assist general education teachers and special education teachers to recognize educational needs and to improve literacy outcomes for students with dyslexia or identified with risk characteristics associated with dyslexia, including recommendations related to increasing the availability of online and asynchronous professional development programs and materials.


mailto:[email protected]

https://www.revisor.mn.gov/statutes/?id=120B.122#stat.120B.122.1

https://www.revisor.mn.gov/statutes/?id=122A.06

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120B.12 Reading Proficiently No Later Than the End of Grade 3 (2019)

§ Subdivision 2. Identification; report.

(a) Each school district must identify before the end of kindergarten, grade 1, and grade 2 all students who are not reading at grade level. Students identified as not reading at grade level by the end of kindergarten, grade 1, and grade 2 must be screened, in a locally determined manner, for characteristics of dyslexia.

*Note: Dyslexia screening also required in grades 3+ “Unless a different reason for the reading difficulty has been identified.”

EFFECTIVE DATE: June 1, 2020.



MDE List of Screeners• Acadience• AIMSweb• DIBELS • FASTBridge Early

Reading • STAR Early Literacy

120B.12 Subd.2. … The district also must annually report to the commissioner by July 1 a summary of the district's efforts to screen and identify students with dyslexia, using screening tools such as those recommended by the department's dyslexia specialist.

120B.12 Reading Proficiently No Later Than the End of Grade 3 (2016-17)

125A.56 Alternate Instruction Required before (Special Education) Assessment Referral (2017)

120B.12 Subd.2. … The district also must annually report to the commissioner by July 1 a summary of the district's efforts to screen and identify students with dyslexia, using screening tools such as those recommended by the department's dyslexia specialist

120B.12 Subd. 2. (b) A student identified under this subdivision must be provided with alternate instruction under section 125A.56, subdivision 1.

***125A.56, subd 1.(c) A student identified as being unable to read at grade level under section 120B.12 (subd 2.) must be provided with alternate instruction under this subdivision that is multisensory, systematic, sequential, cumulative, and explicit.


https://www.revisor.mn.gov/statutes/?id=120B.122#stat.120B.122.1

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122A.092 Teacher Preparation Program Requirements (2019

Subd.5. Reading strategies.

(c) Board-approved teacher preparation programs for teachers of elementary education, early childhood education, special education, and reading intervention must include instruction on dyslexia, as defined in section 125A.01, subdivision 2. Teacher preparation programs may consult with the Department of Education, including the dyslexia specialist under section 120B.122, to develop instruction under this paragraph. Instruction on dyslexia must be modeled on practice standards of the International Dyslexia Association, and must address:

(1) the nature of symptoms of dyslexia;

(2) resources available for students who show characteristics of dyslexia:

(3) evidence-based instructional strategies for students who show characteristics of dyslexia, including the structured literacy approach; and

(4) outcomes of intervention and lack of intervention for students who show characteristics of dyslexia.

(d) Nothing in this section limits the authority of a school district to select a school’s reading program or curriculum.

EFFECTIVE DATE. Paragraph (c) is effective June 1, 2020.

Leading for educational excellence and equity, every day for every one. | education.state.mn.us3/3/2020 46

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