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Many of my students in SpED (in previous placements) are given SLDs with phonological processing - is this an indicator of dyslexia and something we should flag upon intake?

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It may take some time to understand whether it is dyslexia or lack of prior foundational reading instruction

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just a lingering questions...When these components are in place and students are still struggling, what do next steps look like?  Assuming small group instruction is in place.  

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just a lingering questions...When these components are in place and students are still struggling, what do next steps look like?  Assuming small group instruction is in place.  

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Reminds me of Reading First and the work we did around Open Court

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Reminds me of Reading First and the work we did around Open Court

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Includes: phonemic awareness, phonics, fluency development, reading comp strategies

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It's so helpful to know that what isn't a concern in an earlier can become a red flag as they move through the grades.  It's important to know what is and isn't a characteristic.

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It's so helpful to know that what isn't a concern in an earlier can become a red flag as they move through the grades.  It's important to know what is and isn't a characteristic.

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Working memory has been a struggle in PA for many of my kids. What are some good strategies?

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some characteristics seem to overlap with most emerging readers

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some characteristics seem to overlap with most emerging readers

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he components of structured literacy should include oral language for students who are learning English literacy and it’s their second language, the idea that making meaning is important part of a structured literacy program for ELs which are a huge part of our population

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What does phonemic awareness intervention look like for learners who are beyond 3rd grade? What tools can we use to support learners with increasing academic language demands?

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with appropriate reading
interventions, the unique identifiers in the brain of those with dyslexia can be altered to resemble the reading patterns seen in the brain of a person who does not have dyslexia.

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Neuroplasticity dictates that the regions of the brain in the left hemisphere that are responsible for phonological process and orthographic mapping can change in response to intervention.

Interventions I can use to support learners with strengthening their phonological processing / orthographic mapping: Kilpatrick’s exercises to strengthen word recognition / phonemic awareness, etc. Also, necessity of activating background knowledge and encouraging learners to build on it themselves (menu of activities, opportunities to creatively engage phonemic awareness skills through games, etc).

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Multisensory intervention can rewire brain patterns!

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Multisensory intervention can rewire brain patterns!

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Brain patterns for dyslexia can change with intervention (neuro-plasticity)

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Brain patterns for dyslexia can change with intervention (neuro-plasticity)

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I really appreciated the discussion of the left frontal region and how the compensation activation serves people to be creative and better problem solvers

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Changes in activation areas reinforce the importance of targeted instruction

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Multi-sensory reading intervention can change the brain, Dyslexia is a continuum, SEL learning of students is important

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Multi-sensory reading intervention can change the brain, Dyslexia is a continuum, SEL learning of students is important

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neuroscience validates brain pattern differences with students who have phonological processing issues in reading.  

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neuroscience validates brain pattern differences with students who have phonological processing issues in reading.  

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amazing in the neuroplasticity that we have the ability to change a brain through intervention

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amazing in the neuroplasticity that we have the ability to change a brain through intervention

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Our instruction can impact which side of the brain is activated.  We can change our brain.

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Early diagnosis (as early as first grade) is critical for ensuring students with dyslexia receive intervention

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due most commonly to difficulty in phonological processing...

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due most commonly to difficulty in phonological processing...

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Dyslexia is a specific learning disability that is neurobiological
in origin. Characterized by difficulties with accurate and/or
fluent word recognition and by poor spelling and decoding abilities.

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Learning needs tend to be on a continuum, so systems of support must be designed to meet the diversity of students needs

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auditory in nature?  articulation?  wondering about the statement struggle to id individual sounds

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auditory in nature?  articulation?  wondering about the statement struggle to id individual sounds

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"dynamic field of inquiry and practice" and "paradox" of strengths and challenges

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"dynamic field of inquiry and practice" and "paradox" of strengths and challenges

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Dyslexia falls on a continuum, systems of support must be designed to meet this diversity of needs.

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Dyslexia falls on a continuum, systems of support must be designed to meet this diversity of needs.

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Neurobiological in nature, disconnect between phonological awareness and print, and its a paradox.

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Neurobiological in nature, disconnect between phonological awareness and print, and its a paradox.

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Crucial for some, helpful for all

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I think I knew there was a phonological component, but I really thought it was equally a visual processing difficulty.   

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I think I knew there was a phonological component, but I really thought it was equally a visual processing difficulty.   

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As a 1st grade teacher, I am so hungry to learn more about this.

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Learners with dyslexia have strengths in higher level reasoning skills (critical thinking, problem solving, etc) but struggle with manipulating phonemes in words / decoding the words they read.

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Many comprehension strengths

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Students with dyslexia may not necessarily qualify or require Special Education services. Students can/should receive targeted instruction in their General Ed classrooms.

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We need to screen early and create an instructional plan