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

Kim Stuckey Director Dyslexia Specialist Pre-K through 5 Characteristics and Supports July 2018

What we’ll cover today  Common characteristics of dyslexia  Consider possible supports and accommodations

Definition • 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 of 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

Pre-K and Kindergarten  Delayed speech  Mixing up sounds and syllables  Late establishing a dominant hand  Trouble learning letter, colors, numbers  Difficulty seeing patterns in words

 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

Grades 1-2  Difficulty learning a new word even after multiple teachings  Word Retrieval  Trouble memorizing  Handwriting  Written Expression

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

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

 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

12 Supports and Accommodations

13 General Environment Click to enter Content Social Technology

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

Environment  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

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

Social Emotional  Gauge frustration  Provide opportunities to demonstrate mastery  Positive feedback  Acknowledge effort and process as well as outcome  Focus on student strengths

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

We welcome your feedback https://www.surveymonkey.com/r/OCCREvaluation

Resources • Bowers, Peter, How the Written Word Works, 2010 • Henry, Marcia, Unlocking Literacy, 2 nd Ed., 2010 • Moats, Louisa Cook, Speech to Print, 2 nd 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

Online  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

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