2/12/17 Dispelling The Three Most Dyslexia Common Myths “A Learning Difference” Priscilla Lowery, M.A.T. • Dyslexics see things backwards. Chehalem Reading Center For Creative Minds, LLC Dyslexia Consulting, Testing, Certified Orton-Gillingham Reading • Dyslexics can’t read at all. Therapy, & LIPs Instruction • Dyslexia is rare. (10-15%) Four Key Points About Dyslexia International Dyslexia Dys=difficulty Lexia=language Association’s Definition of Dyslexia Dyslexia is a neurologically-based, often familial, disorder that interferes with the 1. Inherited acquisition and processing of language. Varying degrees of severity, dyslexia causes difficulty in receptive and expressive language. Symptoms can include 2. Brains Are Different difficulty in phonological processing, reading, writing, spelling, handwriting, and sometimes arithmetic. Dyslexia is not the result of lack of motivation, sensory 3. Language Processing: impairment (such as eyesight or hearing), inadequate instructional or environmental opportunities, or other limiting conditions. But dyslexia may occur – Auditory & Visual Sequential Challenges together with other conditions. Although dyslexia is lifelong, individuals with dyslexia frequently respond successfully to timely and appropriate 4. Directionality interventions. 1
2/12/17 INHERITED How do we learn to read? • Genetic & strongly runs in family trees. • New words à phonetic attack • 50% chance of inheriting it if one parent is dyslexic. – Ex. dysnemkinesia • Specific genes have been isolated for: • Once we have seen a word a few times it – Phonemic awareness becomes part of our sight word memory – Rapid naming • Proficient readers use sight word recognition – Visual memory for words skills to read fluently • Doesn’t skip generations: dominant feature Language Pathways How the Dyslexic Brain Works • FMRI - Shaywitz Phonetic analysis – Use a completely different part of the brain – Neurological Plasticity: changes after the right remediation Sight Word recognition www.dyslexia.yale.edu/ Dyslexic From Shaywitz, Overcoming Dyslexia, p 78 Typical 2
2/12/17 Auditory and Visual Sequential Processing Spelling Issues due to Sequencing • Can not process fast enough to make the link between • Laugh may look like: sound and symbol. – Impaired phonemic awareness – Luagh lagh laug lahg – Affects phonetic decoding skills. (dysphonesia) How does the child remember what this word looks like if it • Often dyslexics have difficulty seeing all the letters in a never gets cemented in the visual word area of the brain? word in the correct sequence. -Resort to phonetic strategy à ”Laf” – Affects visual memory for words (dyseidesia) (if not dysphonetic) • Severe dyslexics have both of these problems This is why non-phonetic words are so challenging. (dysphoneidesia) Sequential Processing also Directionality affects… • Rapid Automatic Naming • Late to establish a dominant hand • Direct impact on ability to memorize verbal/written • Problems with writing on the correct side of their information. papers • Rote random facts (word retrieval problems) • g/j; b/d; p/q; m/n confusion • Temporal Sequencing Problems • Trouble reading a traditional clock – Days of the week – Months of the year • Trouble with direction words (next to, to the right) – The alphabet 3
2/12/17 Warning Signs: Elementary School Warning Signs: Preschool • Terrible Spelling • Dysgraphia(slow, non-automatic HW that is • Chronic ear infections • Delayed speech difficult to read) • Slow, choppy, inaccurate reading • Difficulty learning to tie shoes Extreme difficulty learning cursive • • Mixing up sounds & – Guesses based on shape or context • Difficulty telling time on clock w/ hands • Late establishing a dominant – Skips or misreads prepositions (at, syllables in long words Letter/number reversals continuing past the end • to, of) hand of 1 st grade – Ignores suffixes • Trouble learning numbers Trouble with math • • A close relative with dyslexia – Can’t sound out unknown words and alphabet – Memorizing multiplication tables • Often can’t remember sight words (they, – Memorizing a sequence of steps were, does, of) • Can’t say words that – Directionality • When speaking, difficulty finding the rhyme Extremely messy bedroom, desk, or backpack • correct word • Dreads going to school Phonemic Awareness is: Seven Essential P.A. Skills 1. Count & say each sound: “Tell me how many sounds you hear in this • Ability to hear & manipulate sounds within a word.” 2. Add a sound. “Take fly and add /t/ to it.” one-syllable word in your head 3. Delete a sound. “Say meet and take the /t/ off of it.” 4. Change a sound • Essential pre-reading skill -say flash and take off /fl/ what do you have? -say wish and add /o/ what do you have? • Phonics won’t work 5. Compare a sound – If you don’t have phonemic awareness 6. Blend sounds into words 7. Create words that rhyme. Cat/rat. 4
2/12/17 How important? You Can Hear Dyslexia • “Phonemic Awareness is more highly related to learning to read than intelligence, reading • “The champ stuck a pink sock in the stink.” readiness, and listening comprehension.” • “Joan did need to plant her bungalow.” – Keith Stanovich • “A dainty lady in a velvet coke.” Canada Research Chair of Applied Cognitive Science at the Department of • “The hungry runway.” Human Development and Applied Psychology, University of Toronto. His research areas are the psychology of reasoning and the psychology of • “Kent swung the bat in the thick frog.” reading. Typical P.A. Errors in Dyslexics Omit-Insert, Silent E, Sight Words Shape Sequence • Star-stair • Her-here • form-from • does-dose • Place-palace • Quite-quiet • trail-trial • who-how • Could-cold • Rid-ride • house-horse • lots-lost • Black-back • lock-look • on-no • Ounce-once • Where-were • come-came • was-saw • Steam-stream • Want-what • beach-bench • girl-gril • timed-timid • Bucket-basket • Though-thought-through • untied-united 5
2/12/17 Suffixes Dyslexic Spelling Patterns • needed-need Function Words • shoulder-should • a-the • every-very • to-on-at-in • Leaving out vowel sounds in syllables. • Inserting or putting consonants in wrong place. • Using correct letters in the wrong order. Directionality Sensible Substitutions • Spelling the same word 2 different ways. • b-d • Silent-E confusion. • horse-pony • b-p • Messing up the vowel sounds. • journey-trip • m-w • High frequency words spelled wrong. • n-u • Incorrect use of suffixes. Wild Guess • g-j • Trouble with sounds—/ch/ for /tr/ or /j/ or /dr/; /t/ for /d/; /u/ for /y/ • Abandon-ambition • m-n • Poor letter formation & directionality problems– b/d/p/g w/m/n Writing Sample One Year Later 6
2/12/17 Formal Evaluation Process Remediation That Works Parent Interview • • CTOPP-2 (Comprehensive Test of Phonological Awareness) • GORT • Auditory discrimination test • Multi-Sensory, Orton-Gillingham • Sound-to-symbol test & Symbol-to-sound test • Long-term memory test – If they are ready for it Reading of Graded Word Lists • • Reading of High Frequency Sight Words – 85% are ready for it • Reading of phonetically regular nonsense words (decoding) • Reading of grade-level passage for fluency and accuracy • Lindamood-Bell LiPS • Written Expression & Writing Sample Review • Review of all previous testing and remediation – If they are not ready for O-G What is Multi-Sensory Instruction? Dr. Samuel Orton & Dr. Anna Gillingham “Re-wiring in Action” “Multi-Sensory Language Instruction” “Effective instruction for students with dyslexia is explicit, direct, cumulative, intensive, and focused on the structure of language. Multisensory learning involves the use of visual, auditory, and kinesthetic-tactile pathways simultaneously to enhance memory and learning of written language. Links are consistently made between the visual (language we see) , auditory (language we hear) , and kinesthetic-tactile (language symbols we feel) pathways in http://athome.readinghorizons.com/research/orton-gillingham.aspx learning to read and spell.” -----definition from the International Association of Dyslexia Violin Video 7
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