Texas Dyslexia Identification Academy: Dyslexia Foundations

Texas Dyslexia Academy:

Dyslexia FoundationsQR CODE PLACE

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Learn more!Participate throughout the session.

Community Considerations

Help your colleagues.

Limit technology

distractions.

What is learned here, leaves here!


Texas Dyslexia Academy Overview

▪ Training 1: Dyslexia Foundations▪ Training 2: Dyslexia Evaluation▪ Training 3: Considerations for Emergent Bilinguals

(EBs)▪ Training 4: Interpreting Scores▪ Training 5: Report Writing and Case Studies▪ Training 6: Screening▪ Training 7: Dysgraphia

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Today’s Objectives

▪ Explore the elements of reading▪ Define dyslexia, its characteristics, and

related disorders▪ Explore the common risk factors for

dyslexia▪ Understand associated academic

difficulties and other conditions

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Handout #1

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Today:A conversation

about

reading and

dyslexia

How do children learn to read?

Why don’t some children learn to read? Or read well?

What is dyslexia?

How do we know whether dyslexia is causing a child’s reading problems?

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“Some people there are who, being

grown, forget the horrible task of

learning to read. It is perhaps the

greatest single effort that the human

undertakes, and he must do it as a

child.” -- John Steinbeck (1962 Nobel Prize for Literature)

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Survey of Language Knowledge

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http://bit.ly/SurveyofLanguage

http://bit.ly/SurveyofLanguage

Copyright © 2021. Texas Education Agency. All Rights Reserved. 12

How did you do?


Think – Pair – Share

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How did you feel?QR CODE PLACE

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Morning Reflections Form:

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reflection form here prior to conducting this training.

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Let’s check the survey!

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What is the difference between a vowel sound and a consonant sound?

▪ Vowel: sound that is open and voiced; forms the nucleus of a syllable.

▪ Consonant: sound that is blocked by the lips, teeth, or tongue; can be voiced or unvoiced.

▪ Additional note: there are 44 phonemes in the English language but only 26 letters, adding to the language complexity.

(Moats,)

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Survey of Language Knowledge Check - #1


What is the importance of phonemic awareness to the reading process?

▪ It is a necessary [but not sufficient] skill for learning to read in an alphabetic writing system. Just being able to decode by itself will not support expert reading, though; also needed is word-reading fluency in order to free up cognitive attention to comprehension.

(Birsh, 2018, 348)

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Count the number of phonemes in each of these words:

thrillsawedfixscratch

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4345

(th)(r)(ĭ)(l)(s)(au)(d)(f)(ĭ)(k)(s)(s)(k)(r)(ă)(ch)


For each word, decide on the number of syllables and the number of morphemes:

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Syllables Morphemes

dogs

universe

lady

seaweed

(1) dogs (2) dog s

(3) u-ni-verse (2) uni verse

(2) la-dy (1) lady

(2) sea-weed (2) sea weed


How many syllable types are recognized in the English Language?

(Birsh, 2018)

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closed dog, napkin

open go, open

vowel-consonant-silent e bake

vowel pair (vowel team) good, boil

vowel-r (r-controlled) bird

consonant-le table

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Explain how a closed syllable differs from an open syllable.

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Closed syllable-contains a short vowel sound and ends in a consonant.

Ex: dŏg, cŭp, năp/kĭn

Open syllable-contains a long vowel sound spelled with one vowel letter ending in an accented syllable.Ex: gō, hī, mō/mĕnt


Underline any consonant blends in these words:wreck bronze climb thought stringy

Underline any consonant digraphs in these words:birch shrink weather

Underline any schwa in these words:compare aloft Alabama

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Survey of Language Knowledge Check - #7, 8, and 9


How does spelling support reading?

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This icon represents a question/answer opportunity.


What’s going on?(And why does it matter?)


To evaluate students for dyslexia,understand the science of reading!

To teach students to

read, understand

the science of

reading!

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Factors influencing becoming a good reader▪ oral language▪ phonemic awareness▪ alphabet knowledge▪ phonics▪ practice with decodable texts▪ exposure to sight words and irregular words▪ accurate and automatic word recognition▪ spelling▪ comprehension▪ systematic, explicit instruction▪ well-trained teachers

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(Birsh, 2018, 7-15)



read /rēd/Verb“Look at and comprehend the meaning of written or printed matter by mentally interpreting the characters or symbols of which it is composed.”

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Oxford Dictionaries online


Simple View of Reading

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Decoding

Ability to apply sound-symbol relationship to

read words

LanguageComprehension

Ability to understand

spoken language

X

ReadingComprehension

=

(Gough and Tunmer, 1986)


Phonics

Vocabulary

ReadingComprehension

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Phonemic Awareness

(NICHD, 2000)

Fluency



Decoding

Ability to apply sound-symbol relationship to

read words

Comprehensionof Language

Ability to understand spoken language

x

Let’s do some sorting!

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(Gough and Tunmer, 1986)bit.ly/TDAModule1Activities

https://nam02.safelinks.protection.outlook.com/?url=http%3A%2F%2Fbit.ly%2FTDAModule1Activities&data=04%7C01%7CMelanie.Royal%40region10.org%7Cbb3c45f8e22e4cef4f2608d925f70391%7C31049577a6864b2d9222b60ccb42a5fc%7C0%7C0%7C637582565122427020%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C1000&sdata=3oEDqN7tCDSkvZYJyrlzaP0w4JYTJ8Z5nCTdYqflF%2F0%3D&reserved=0


Decoding text

Comprehension of language

Decoding Text

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xPhonemic Awareness

Phonics

DecodingText



Decoding text


Comprehension of Language

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Vocabulary ReadingComprehension

xPhonemic Awareness

Phonics

DecodingText



Decoding text


Fluency

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Fluency

xDecodingText



Decoding text


Reading is . . .

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Fluency

Vocabulary ReadingComprehension

xPhonemic Awareness

Phonics

DecodingText



Reflect on your learning?


Morning Reflections Form:

Insert your unique QR code to the morning




How teachers teach reading

counts!

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?bit.ly/TDAModule1Activities



(Farrall, 2012, 114)

Keep in mind the diverse needs of students who score below benchmark; some will require programs that offer more intensive instruction in phonological awareness and phonics; others will require more intensive instruction in vocabulary, syntax, and comprehension.

…Children are diverse in their reading needs; students with low literacy usually benefit from direct instruction in phonics, and students with higher literacy benefited from instruction based on trade books.

Low Literacy?=

Instruction in phonics

Higher Literacy?=

Instruction based on trade books


How do these quotes apply to the continuum activity?

(Farrall, 2012, 114-115)

Children at risk require instruction that is more explicit and more intensive than that of their peers.

Simply increasing instructional time of an inappropriate program is not effective; how instructional time is allocated should be in concert with the needs of the individual child.”


Resources

• Tiered Interventions Using Evidence-Based Research (TIER)

• National Center on Intensive Intervention (NCII)

https://tier.tea.texas.gov/

https://intensiveintervention.org/


Handout #3Instructional Components Evidence-based Reading Research

Phonologicaland Phonemic Awareness

Explicitly taught speech sounds; emphasizes blending and separating sounds in spoken words

Phonics and Word Study

Explicit and systematic instruction in mapping sounds and symbols; teaches “Sound it out” before “Does it make sense?”

Fluency

Measurable goals determined by grade level for oral reading fluency (ORF) in passage reading; uses rereading, partner reading, and reading with a model


Handout #3

(Adapted from Moats & Dakin, 2007)

Instructional Components Evidence-based Reading Research

VocabularyImportant words in text pretaught; structured practice using new words in writing and verbally

ComprehensionText structure taught directly; strategies modeled and practiced; subskills taught

bit.ly/TDAModule1Activities



(Shaywitz, 2020)

Decoding

LanguageComprehension


Early Grades

Instructional FocusBalancing Act

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(Shaywitz, 2020)

Later Grades


Language Comprehension

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(Shaywitz, 2020)



Why is it important to understand dyslexia?

Dyslexia is the most common learning

disability.

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(International Dyslexia Association, 2020)


Of students identified with learning disabilities, approximately 80%

demonstrate significant reading difficulties.

Implication: Difficulties in the area of reading are the most common reason a student is referred for

evaluation through special education.

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Why is it important to understand dyslexia?

(Shaywitz, 2020)


ReadingDifficulties

WithoutReadingDifficulties

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(Hall and Moats, 1999)


“The link between academic failure and delinquency, violence, and crime is welded to reading failure.”

-The Department of Justice

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(Literacy Statistics, n.d.)


Listen to the voices of experts and struggling readers.

“What’s At Stake: Social Danger +

Injustice”

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(Social Danger + Injustice, 2012)

https://www.youtube.com/watch?v=Ucf_jGDptoc&feature=emb_logo


First described as a learning disorder by a British doctor in 1896

“dys” = difficult, poor“lexia” = words

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(Shaywitz, 2020)


Percy F.He has always been a bright and intelligent boy, quick at games, and in no way inferior to others his age.

His great difficulty has been—and is now—his inability to read.

He has been at school or under tutors since he was seven years old, and the greatest efforts have been made to teach him to read, but in spite of this laborious and persistent training, he can only with difficulty spell out words of one syllable.

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(Shaywitz, 2020, 14)


Percy F.He says he is fond of arithmetic, and finds no difficulty with it, but that printed or written words “have no meaning to him,” and my examination of him quite convinces me that he is correct in that opinion . . .

I might add that the boy is bright and of average intelligence in conversation. His eyes are normal . . . and his eyesight is good.

The schoolmaster who has taught him for some years says that he would be the smartest lad in the school if the instruction were entirely oral.

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(Shaywitz, 2020, 15)


Afternoon Reflections Form:

Insert your unique QR code to afternoon




Evolution of the Term “Dyslexia”

1877

1884

1896

1925

1928

1968

Handout #4

Word Blindness/Word Deafness Congenital Word Blindness Specific Reading Disability

Dyslexia Strephosymbolia Specific Developmental Dyslexia

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Handout #5


Dyslexia in Texas

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Click to add text


Texas Education Code (TEC) §38.003 defines dyslexia in the following way:

“Dyslexia” means a disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and sociocultural opportunity.”

(The Dyslexia Handbook, 2018 Update, 1)

The International Dyslexia Association (IDA) defines “dyslexia” in the following way:

Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition 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 growth of vocabulary and background knowledge.

Adopted by the International Dyslexia Association Board of Directors, November 12, 2002

(The Dyslexia Handbook, 2018, 1)


Dyslexia is a specific learning disability that is neurobiological in

origin. It is characterized by difficulties with accurate and/or fluent

word recognition 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 growth of vocabulary and background knowledge.

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With functional MRIs,

scientists can see dyslexia in

the brain: underactivation of a

reading area at the back and

inappropriate activation in the

right hemisphere.

“Dyslexia is a specific learning disability that is

neurobiological in origin.”

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Occipital temporal –

underactivation

Parieto temporal – underactivation

Broca’s area, Inferior gyrus –overactivation

(Shaywitz, 2020)


Specific Learning DisabilitySec. 300.8 (c) (10)Statute/Regs Main » Regulations » Part B » Subpart A » Section 300.8 » c » 1(10) Specific learning disability—(i) General. Specific learning disability means a disorder in one or more of the basic

psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.

(ii) Disorders not included. Specific learning disability does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of intellectual disability, of emotional disturbance, or of environmental, cultural, or economic disadvantage.

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https://sites.ed.gov/idea/statuteregulations/

https://sites.ed.gov/idea/regs

https://sites.ed.gov/idea/regs/b

https://sites.ed.gov/idea/regs/b/a

https://sites.ed.gov/idea/regs/b/a/300.8

https://sites.ed.gov/idea/regs/b/a/300.8/c

https://sites.ed.gov/idea/regs/b/a/300.8/c/10/i

https://sites.ed.gov/idea/regs/b/a/300.8/c/10/ii


Research to Practice

https://bit.ly/ResearchtoPractice

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https://bit.ly/ResearchtoPractice


“It is characterized by difficulties with accurate and/or fluent word recognition

and by poor spelling and decoding difficulties.”

Examples of what teachers see in the classroom:

• Difficulty recognizing common high-frequency words (e.g., “and”, “said”, “was”);

• Difficulty decoding unfamiliar words;

• Slow, inaccurate and/or reading without expression;

• Difficulty connecting speech sounds with appropriate letter or letter patterns for

spelling.

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(Texas Dyslexia Handbook, 2018, 3)



(Birsh, 2018)

Graphophonemic KnowledgeSound-to-SymbolCorrespondence

Decoding Encoding

Reading Spelling


“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.”

Language-Based Disability

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PhonologyThe Science of Speech Sounds

Mom, how do you spell

“tomorrow?”TEEOHEMOHDOUBLEAUROHDOUBLEYOU

WHAT?TEE-OH-EM-OH-DOUBLEAUR-OH-DOUBLE YOU

What is a “DOUBLEAUR?”

Oh T-O-M-O….

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(Bell, 2013, p. 15)


ABCDEFGHIJKLminnow

PQRSTUVWXYn Z

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PhonologyThe Science of Speech Sounds


/KAT/ /K/ – /Ă/– /T/

C-A-TCAT

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(Shaywitz, 2020)


CAT

C-A-TCAT

/K/ – /Ă/– /T/

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(Shaywitz, 2020)


Phoneme counting

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How many sounds are in each word?







Phoneme countinghouse 3 (h)(ou)(s)

exact 6 (ĕ)(k)(s)(ă)(k)(t)

blast 5 (b)(l)(ă)(s)(t)

king 3 (k)(ĭ)(ng)

bubble 4 (b)(u)(b)(l)

switched 5 (s)(w)(ĭ)(ch)(t)


Co-articulation: Like shingles on a roof!

caparison

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“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.”

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Reasoning

Comprehension

General Knowledge

Problem Solving

Vocabulary

Critical Thinking

Decoding

Sea of Strengths Model

Concept Formation

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Empathy

(Shaywitz, 2020, Fig. 12)


“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.”

Data must show the student has received quality

instruction and intervention.(Dyslexia Handbook, 2018, 26)

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“Secondary consequences may includeproblems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.”

The student with dyslexia may experience difficulty with reading comprehension

as so much attention and energy is spent on decoding. The student finds reading

so difficult that he or she tries to avoid reading, which negatively affects

his or her vocabulary.

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(Shaywitz, 2020)


Time Spent Reading Each Day

Rea

ding

Tes

t Sco

res (

perc

entil

es)

10

50

90

100

Time Spent Reading Each Day (not in school) <1 min 20 min4.6 min

8000 words per year

282,000 words per year

1.8 million words per year

“Good readers spend more time reading each day, so they read many more words in a year compared to poor readers.”

(Shaywitz, 2020, 126)

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(Shaywitz, 2020, Fig. 35)


The Matthew Effect

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(adapted from Stanovich, 1986)


Going from Text to Meaning

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Text

Decoding

General Intelligence

Vocabulary

Word Identification

Reasoning

Concept Formation

Meaning

(Shaywitz, 2020, Fig . 10, 53)


Dyslexia is a specific learning disability that is neurobiological in origin.

It is characterized by difficulties with accurate and/or fluent word

recognition 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

growth of vocabulary and background knowledge.

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Handout #5






Confirm or Correct?


Using the Dyslexia Handbook,

based on the grade you work

with, identify at least three risk

factors that might signal a student

is at risk for dyslexia.

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Handout#1


bit.ly/TDAModule1Activities



More boys than girls have dyslexia.

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Dyslexia can be inherited.

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Dyslexia means a student has a lag in development, and catch-up time is needed.

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Students with dyslexia see things “backwards,” reverse letters, and read better with color overlays.

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Students with dyslexia are left-handed, can’t tell left from right,

and are clumsy.

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Dyslexia falls along a continuum, not into a category.

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Students cannot be Gifted/Talented and also have

dyslexia.

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Students can be poor readers for reasons other than dyslexia.

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What dyslexia is NOT:

A primary problem in reading comprehension or written expression

Poor vision or hearing

Limited cognition

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(Mather & Wendling, 2011)


Handout #6a


Handout #6b


Components of Dyslexia Instruction ▪ Phonological awareness▪ Sound-symbol association▪ Syllabication▪ Orthography▪ Morphology▪ Syntax▪ Reading comprehension▪ Reading fluency

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(Dyslexia Handbook, 2018, 40-41)


Delivery of Dyslexia Instruction

▪ Simultaneous, multisensory▪ Systematic and cumulative▪ Explicit instruction▪ Diagnostic teaching to automaticity▪ Synthetic instruction▪ Analytic instruction

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(Dyslexia Handbook, 2018, 41-42)


http://www.google.com/url?sa=i&rct=j&q=stress&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRw&url=http://www.eng.morgan.edu/%7Emahmud/learning/stress.htm&ei=5xTdVOIRw6HIBNfNgtAI&psig=AFQjCNGfZVtLN-UPFf5RybNCCGA3NI3igw&ust=1423861349149861


Steven Spielberg on Dyslexia

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(LearnConfidently, 2012)

https://www.youtube.com/watch?v=-lGr840jE_0&feature=youtu.be

https://youtu.be/-lGr840jE_0

https://youtu.be/-lGr840jE_0


Having dyslexia makes reading, and sometimes other skills, more difficult to

acquire, but having dyslexia is not necessarily a barrier to success.



What resources would be helpful to others interested in learning more about

dyslexia?


Resources:

▪ Texas Dyslexia Handbook, 2018 Update

▪ Texas Education Agency, Dyslexia and Related Disorders

▪ International Dyslexia Association (IDA)

▪ Child Find, Evaluation and ARD Supports Network

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https://tea.texas.gov/academics/special-student-populations/dyslexia-and-related-disorders

https://tea.texas.gov/academics/special-student-populations/dyslexia-and-related-disorders

https://dyslexiaida.org/

https://childfindtx.tea.texas.gov/index.html


Resources

Texas Education Agency, Special Education

Texas Education Agency, Resources on Special Education in Texas

Texas Education Agency, Technical Assistance: Child Find & Evaluation Guide (2019)

Texas Education Agency, SPED Tex Information Center

Child Find, Evaluation and ARD Supports Network

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https://tea.texas.gov/academics/special-student-populations/special-education

https://tea.texas.gov/academics/special-student-populations/special-education/resources

https://www.spedtex.org/

https://tea.texas.gov/sites/default/files/Technical%20Assistance%20-%20Child%20Find%20and%20Evaluation%20-%20June%202020%20Revised%28v5%29.pdf


Additional Resources for Parents:

Texas Education Agency, State Dyslexia Handbook, 2018 Update Texas Education Agency, Parent's Guide to the Admission, Review,

and Dismissal Process Texas Education Agency, SPEDTex Parent Resources Texas Education Agency, Dyslexia Fact Sheet (English and Spanish) Texas Education Agency, IDEA Fact Sheet (English and Spanish)

State Dyslexia Helpline: 1-800-232-3030SPEDTexas Helpline: 1-855-773-3839

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https://tea.texas.gov/sites/default/files/2018-Dyslexia-Handbook_Approved_Accomodated_12_11_2018.pdf

https://framework.esc18.net/Documents/ARD_Guide_ENG.pdf

https://www.spedtex.org/index.cfm/parent-resources/




Research-Based Best Practices• It is important to note that in Texas, the approach

to teaching students with dyslexia is founded on research-based best practices.

• The type of instruction matters.

• The key to preventing reading failure for students with dyslexia is early identification and early intervention.

• Instruction by a highly skilled and knowledgeable educator who has specific preparation in the remediation of dyslexia is necessary.

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(Dyslexia Handbook, 2018, 46)


ABCs of Helping

Accentuate the positive

Be understanding

Communicate

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Last Thoughts

“Once you understand dyslexia, its symptoms and treatment will make

sense to you.”

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(Shaywitz, 2003, 6)


3-Minute Pause

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