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Dyslexia and Technology
Presented by: Sandra Paul and Dana Giorgianni
Today’s AgendaDefinition
Scientific and Neurological Aspects
NJ Legislature regarding Dyslexia
NJ Professional Development Guidelines regarding Dyslexia
Middlesex and Ocean County Guidelines
Instructional Practices
Project-Based Learning
Assistive Technology
Review
Why would a Chief Technology Officer care about Dyslexia?First Teaching Position
First Director Technology position - technical staff member with Dyslexia
Special Education
ARRA and IDEA funding
Facts regarding DyslexiaApproximately 15-20% of the population have some of the symptoms of dyslexia including slow or inaccurate reading, poor spelling, poor writing, or mixing up similar words.
Runs in families
People of all backgrounds
Students can be very bright. Capable of or gifted in areas such as art, computer science, design, drama, electronics, math, mechanics, music, physics, sales and sports
What is Dyslexia? - DefinitionNeurological
Difficulties with accuracy and/or word fluent word recognition
Poor spelling and decoding abilities
Deficit in the phonological component of language
Unexpected in relation to other cognitive abilities
Can lead to problems in reading comprehension and impede growth in vocabulary
Neurological Aspects of DyslexiaBrain connections between areas that represent speech sounds and a part of the left frontal lobe that is important for higher level processing of speech sounds is significantly hampered. It has been found that dyslexia is a problem accessing intact representations of speech sounds.
Other recent neurophysiological research has indicated that disrupted timing of auditory processing, particularly in the range relevant to speech sounds, is a core deficit in dyslexia
Left hemisphere of the brain is responsible for speech, language processing and reading
Neurological Aspects of Dyslexia
Less gray matter and white matter in left parietotemporal area of the brain
Difference is hemispherical asymmetry
Different distribution of metabolic activation
NJ Legislature regarding Dyslexia
P.L.2013, c131 requires the NJDOE promulgate regulations incorporating the International Dyslexia Association’s definition of Dyslexia.
P.L.2013, c105 requires a minimum of 2 hrs of PD each year for general ed teacher k-3rd grade, special education, basic skills and English as a second
language teachers, learning disabilities consultants and speech language specialists.
P.L.2013, c210 requires that the NJDOE provide districts with information on screening instruments
NJ PD Guidelines for Dyslexia 2 hours minimum each year
Screening, Intervention, Accommodation and use of technology for students with reading disabilities including Dyslexia
Documentation maintained by the district
NJDOE will be offering workshops but not required to participate in these training
District decides on how staff meets these requirements
Middlesex and Mercer County Unpacking New Jersey’s Dyslexia Legislation: Guidelines
Dyslexia April 23rd, 2015 Presentation and Handouts
● include sample screening instruments● research based best practices for intervention● data driven instruction● milestones for first and second graders● NJ 1-3 grade implementation guidelines
Teacher’s Point of View
● Don’t reinvent the wheel; use what you have and tweek it.
● Don’t forget the “oldies”; not everyone is going to get all the shiny new equipment.
● Keep it simple. Make it fun.
● Let everyone try/use it. Don’t make it something “special”
make it an option.
● Have a backup plan.
Instructional Practices: introduce, practice, review, assess
Materials: (used in most
classroom)
workbooks & textbooks worksheets written assignments assessments
My Instructional Practices: tell, show, do
Materials: (used in my classrooms)
workbooks & textbooks worksheets written assignments assessments
● centers ● multi-sensory activities ● computers ● ipads
Instructional Strategies (ways to make the work accessible to all learners)
magnetic letters, word sorts, mystery words, Wilson word decoding
● overhead projector ● Smartboard
demonstrate, websites, whole group activity
● single ipad (digital AV adapter) multisensory activities: sand trays, magna doodle,
● classroom set of ipads ● Read It, Build It, Write It, ● Read It, Type It, Write It, ● magnetic cookie sheets
Instructional Strategies, cont.writing assignments; editing
● talking spell checker (Franklin product) worksheets, reading directions
● Any Book Reader (Franklin product) Reading
● overlays, modify worksheets (font, distractions, wording and space)
● envelope ● Post It tape ● Leap Frog products ● Reading pens
Web- sites & AppsNational Geographic Young Explorers, Word Talk, Open Dyslexia, Read & Write
Handwriting Without Tears: (4.99) Wet, Dry, Try; Letter School
FREE: Chatterpix, TACU, PIC Collage, Glow Magic, Sand Draw, Doodoo Pad, Draw Free, Dust, Gold
Dust, Touch Fire, Magnetic ABCs, Mood Pad, Real Chalkboard, iSpeak and Spell, Kid Recorder, Paper
Chibi, Doodle Buddy
Teacherspayteachers: ($3.00 ea.) Dyslexic Cursive Practice; Dyslexia Letter Practice; Dyslexia
worksheets: help with reversals; Read It, Type It, Write It; Read It, Build It, Write It; LapTop Sight
Words
($17.00) EZ Read, EZ Write, EZ Brain Games)
Teaching Dyslexic StudentsProject Based-Learning
Visual Learning
Multi-sensory Strategies
Information and Communication Tech (ICT) for enhancing learning
Bloom’s Taxonomy
How technology can help
Screening
Intervention
Accommodation
Suggested technology interventionAudio Players and Recorders -text to speech
Reading support - text to speech, line-by-line highlighting
Timers as visual aids
FM Audio systems
Calculators
Writing support - word predictions, speech recognition,
Graphic Organizers - mapping,
Spelling devices and Talking Dictionaries
Assistive TechnologyAssistive add-ons on a devices such as text-to-speech,
Dragon Dictation and Dragon Search
ZenTap - word prediction
Kidspiration/Inspiration
Popplet - web-based graphic organizer tool
Mindomo - web-based graphic organizer tool
Website assistive technologyLearningAlly.com
Bookshare.org
Librivox.org - audiobooks
Audible.com - audiobooks
Don Johnston, Inc. - Co-Writer, SOLO Suite, Draft: Builder, Read: OutLoud
Technology AccomodationsPublic Library audiobooks and ebooks - Overdrive
LiveScibe Smart Pens
InfoScan Notetaking Pens - scans up to 20,000 lines, stored on pen then transfer to word processor
Wordmaker -Students who lack proficient decoding skills struggle to achieve fluency and comprehension. WordMaker provides a systematic and interactive approach to teaching spelling, reading, and writing skills.
Kuzweil 3000
ReviewDefinition
Scientific and Neurological Aspects
NJ Legislature regarding Dyslexia
NJ Professional Development Guidelines regarding Dyslexia
Middlesex and Ocean County Guidelines
Instructional Practices
Project-Based Learning
Assistive Technology
Review
Thank you for listeningContact information:
Email: [email protected]
Twitter: @spaul6414
LinkedIn: Sandra Paul
Cell: 908-433-7076
Contact information:
Email: [email protected]
Phone Number: 732-316-4050
ResourcesNJDOE: Decoding Dyslexia - NJ
http://www.Understood.org
http://www.Dyslexia.com
http://www.Learningally.com
http://www.DonJohnston.com
http://www.Bookshare.org
http://www.eida.com - International Dyslexia Association
ResourcesUniversity of Michigan - Dyslexia Help http://dyslexiahelp.umich.edu/tools/software-assistive-technology
Sharon Plante - Twitter: @iplante, Blog: http://iplantes.com/
Martha Burns, Ph. D. Dyslexia: How Far We’ve Come! August 2014 http://www.scilearn.com/blog/neurological-basis-of-dyslexia
Dyslexia and the Brain: What Does Current Research Tell Us? http://www.ldonline.org/article/14907/
Sally Shaywitz, M.D. Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problems at any Level.
