Pre-K through 5 Characteristics and Supports July 2018 What well - - PowerPoint PPT Presentation

Pre-K through 5 Characteristics and Supports

July 2018 Kim Stuckey Director Dyslexia Specialist

What we’ll cover today

• Common characteristics of dyslexia
• Consider possible supports and

accommodations

• neurobiological in origin
• characterized by difficulties with accurate and/or fluent word recognition and by

poor spelling and decoding abilities

• difficulties typically result from a deficit in the phonological component of language
• difficulties often unexpected in relation to other cognitive abilities and the provision
• f effective classroom instruction
• secondary consequences may include problems in reading comprehension and

reduced reading experience that can impede growth of vocabulary and background knowledge.

IDA/NICHD, 2002

Definition

• Delayed speech
• Mixing up sounds and syllables
• Late establishing a dominant hand
• Trouble learning letter, colors, numbers
• Difficulty seeing patterns in words

Pre-K and Kindergarten

• Unable to recognize letters in own name
• Difficulty attaching labels to objects
• Trouble following directions or sequencing
• Telling time, tying shoes
• Confusion with directionality
• Poor Spelling

• Difficulty learning a new word even after

multiple teachings

• Word Retrieval
• Trouble memorizing
• Handwriting
• Written Expression

Grades 1-2

Reading Aloud

• Guesses based on shape (house/horse, breakfast/basket)
• Correct sounds, incorrect sequence (from/form,

stop/spot, was/saw, who/how, lots/lost)

• may use semantic substitution (speed/fast, puppy/dog)
• Inserts or omits sounds (could/cold, stream/steam)
• Skips or misreads prepositions
• Ignores suffixes (even/evening, come/coming)
• Confuses vowel sounds (bat/bet/bit)

• And may confuse

similarly shaped letters beyond second grade

• Difficulty with sight words
• Relies heavily on auditory information
• Cannot retain spelling words beyond the

weekly test

• Avoids reading or becomes frustrated easily
• Takes inordinate amount of time to complete

written assignments or test

Grades 3-5 (same as previous plus..)

• Seems brighter than written work produced
• Effort not commensurate with grades
• Written vs. oral word choice
• Poor recall for testing
• Difficulty with retelling, details within

stories or events

retrieved from Understood.org

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Supports and Accommodations

Click to enter Content

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Environment Technology Social General

• Extended time
• Repeated review
• Teacher provided notes
• Reduce copying
• Models, Scaffolding, Chunking
• Graphic organizers, Test format
• Oral and printed directions
• Planners or organizers

General

• Maintain routine
• Structured time for organizing or transitioning
• Visual supports for spelling, letters, number,

math

• Avoid round robin reading unless volunteers
• Opportunities for response that support

memory challenges

Environment

• Tools
• Training for student, teacher and parent
• Allow for type written work
• Access to digital resources
• Audio supports

Technology

• Gauge frustration
• Provide opportunities to demonstrate mastery
• Positive feedback
• Acknowledge effort and process as well as
• utcome
• Focus on student strengths

Social Emotional

• Math
• Calculator
• Order of operations
• Reading support
• Science/Social Studies
• Names and dates
• Processes and Vocabulary

Content Considerations

We welcome your feedback

https://www.surveymonkey.com/r/OCCREvaluation

• Bowers, Peter, How the Written Word Works, 2010
• Henry, Marcia, Unlocking Literacy, 2nd Ed., 2010
• Moats, Louisa Cook, Speech to Print, 2nd Ed., 2010
• Kilpatrick, David, Equipped for Reading Success, 2016
• Kilpatrick, David, Essentials of Assessing, Preventing

and Overcoming Reading Difficulties, 2015

• Selznick, Richard, Dyslexia Screening, 2015

Resources

• Florida Center

http://fcrr.org

• NCIL

http://improvingliteracy.org

• IDA

http://eida.org

• Reading Rockets http://readingrockets.org
• Understood http://understood.org
• NCII

http://intensiveintervention.org

• CERI

http://effectivereading.org

Online

Kim Stuckey kim.stuckey@dese.mo.gov 573-751-2584 Edmodo Group Code: fsj36g Contact