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It is a myth that individuals with dyslexia “read backwards.” Their spelling can look quite jumbled at times not because they read or see words backwards, but because students have trouble remembering letter symbols for sounds and letter patterns in words. 

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It is a myth that individuals with dyslexia “read backwards.” Their spelling can look quite jumbled at times not because they read or see words backwards, but because students have trouble remembering letter symbols for sounds and letter patterns in words. 

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Each individual with dyslexia is unique, but the multi-sensory approach is flexible enough to serve a wide range of ages and learning differences. A multi-sensory approach can be valuable to many; to the dyslexic child it is essential. The expertise of the teacher is the key.

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Building social skills in children adding to their resilience. what about interpersonal communication built into that.

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Students with dyslexia have trouble learning a foreign language.  Could this help explain why several students who are LTELs also qualify for SPED have reading difficulties?  

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Students with dyslexia have trouble learning a foreign language.  Could this help explain why several students who are LTELs also qualify for SPED have reading difficulties?  

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The Fact Sheets include one (Accommodations for Students with Dyslexia) specific to accommodations.  It includes valuable definitions of accommodations and modifications as well as lists of possible accommodations.  The fact sheet divides accommodations into four categories: 1) presentation, 2) response, 3) setting, and 4) timing/scheduling.  It also provides examples of each which could be valuable for discussions during an IEP or SST.

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Dyselxia in the Classroom: What Every Teacher Should Know provides extensive resources for classroom teachers who are struggling to support students

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Dyselxia in the Classroom: What Every Teacher Should Know provides extensive resources for classroom teachers who are struggling to support students

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Knowledge and Practice Standards for Teachers of Reading... Found Them

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Knowledge and Practice Standards for Teachers of Reading... Found Them

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http://www.readingrockets.org/sites/default/files/IDA%20Knowledge%20and%20Practice%20Standards%20for%20Teaching%20of%20Reading.pdf

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Do all sites know how to access Google Read/Write on our Chromebooks?  Can we train staff and students in this as it has the power to unlock accommodations and supports for students with reading difficulties

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How do we equip primary teachers to understand the signs of Dyslexia so they can intervene early?  The ELA Data Protocol is a great first step.  Teachers need to understand the connection between the protocol, their phonemic awareness and decoding intervention, and Dyslexia.  Are we waiting too long to begin structured literacy?

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Accommodations, provided for both testing and instruction, change the way students access information and demonstrate their knowledge, skills, and abilities; they do not change academic standards or expectations. The purpose of accommodations is to ensure equal access to the full school experience for students with dyslexia or other learning disabilities

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Is structured literacy part of every BUSD primary student's day?  If not, should it be?

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Is structured literacy part of every BUSD primary student's day?  If not, should it be?

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from
Dyslexia in the Classroom:  indicators  of possible dyslexia include some things that are not as readily identifiable as "reading" such as difficulty clapping to a rhythm, having trouble retrieving words, or difficulty remembering names (pages 4-5)

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Dyslexia is a language based disability.

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https://dyslexiaida.org/most-reading-difficulties-can-be-resolved-or-diminished/

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“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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Some dyslexic people also struggle with math

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Have you ever tried asking your students what their favorite subject is? If so, how many of them answered "Math?"

"Math" might be a simple four-letter word but it evokes student's different emotions ranging from dislike and anxiety to phobia. While a few of them love and enjoy Math, there are also some that suffer a learning disability.

Math skills are essential to our everyday lives. From checking on the clocks to telling a direction, we need to deal with numbers. However, some people experience "Triskaidekaphobia" or fear of the number 13 and others have the fear for number 666 or "Hexakosioihexekontahexaphobia." Did you know that there are also people who have "Numerophobia" or "Arithmophobia" or the exaggerated, constant and often irrational fear of numbers? Many times the phobic might be able to work with numbers, but might experience deep anxiety while doing so.

Being an educator yourself, you witnessed some students having "math anxiety." These are students who have strong skills in math but always question their abilities. Although it's not a learning issue, it can certainly get in the way of learning math. Or perhaps you have a student suffering from "dyscalculia." This learning issue makes it hard to make sense of numbers and math concepts.

(You can find here the difference between Math Anxiety and Dyscalculia: Math Anxiety vs. Dyscalculia: Comparing the Signs by understood.org)

Dyscalculia affects up to 7% of all students. According to IDEA, "DYSCALCULIA" is categorized under specific learning disability. Dyscalculia is defined as a failure to achieve in mathematics commensurate with chronological age, normal intelligence, and adequate instruction. It is marked by difficulties with visualization; visual-spatial perception, processing and discrimination; counting; pattern recognition; sequential memory; working-memory for numbers; retrieval of learned facts and procedures; directional confusion; quantitative processing speed; kinesthetic sequences; and perception of time.

SIGNS AND SYMPTOMS

Shows difficulty understanding concepts of place value, and quantity, number lines, positive and negative value, carrying and borrowing

Has difficulty understanding and doing word problems

Has difficulty sequencing information or events

Exhibits difficulty using steps involved in math operations

Shows difficulty understanding fractions

Is challenged making change and handling money

Displays difficulty recognizing patterns when adding, subtracting, multiplying, or dividing

Has difficulty putting language to math processes

Has difficulty understanding concepts related to time such as days, weeks, months, seasons, quarters, etc.

Exhibits difficulty organizing problems on the page, keeping numbers lined up, following through on long division problems

(References: Dyscalculia by dyscalculia.org , Specific Learning Disability by specialeducationguide.com , Dyscalculia by learningdisabilitiesofamerica.org)

SIGNS OF DYSCALCULIA AT DIFFERENT AGES
Signs of Dyscalculia in Preschool Signs of Dyscalculia in Grade School Signs of Dyscalculia in Middle School Signs of Dyscalculia in High School
(Access full article here: Signs of Dyscalculia at Different Ages by understood.org)

So how do we help students with dyscalculia?

CLASSROOM ACCOMMODATION
For In-class Learning

Review what the student already learned before teaching new skills.

Let the student talk about how to solve problems.

Let the student write out charts or draw sketches to solve problems.

Use graph paper to help line up numbers and problems.

Give the students a list of the math formulas taught in the class.

Use manipulatives such as coins, blocks, and puzzles.

For Homework

Create separate worksheets for word problems and number problems.

Highlight or circle key words and numbers on word problems.

For Classwork and Taking Tests

Allow extra time on tests.

Use a chart of math facts or multiplication tables.

Let the student use a calculator when he's not being tested in computation.

Give more space to write problems and solutions.

Break down worksheets into sections.

Use objects such as blocks or base ten sticks to teach math ideas.

Check often to see if the student understands the work.

(Reference: At a Glance: Classroom Accommodations for Dyscalculia by understood.org)

USEFUL STRATEGIES IN TEACHING STUDENTS WITH DYSCALCULIA

Avoid memory overload. Assign manageable amounts of work as skills are learned.

Build retention by providing review within a day or two of the initial learning of difficult skills.

Provide supervised practice to prevent students from practicing misconceptions and "misrules."

Make new learning meaningful by relating practice of subskills to the performance of the whole task.

Reduce processing demands by preteaching component skills of algorithms and strategies.

Help students to visualize math problems by drawing.

Use visual and auditory examples.

Use real-life situations that make problems functional and applicable to everyday life.

Do math problems on graph paper to keep the numbers in line.

Use uncluttered worksheets to avoid too much visual information.

Practice with age-appropriate games as motivational materials.

Have students track their progress.

Challenge critical thinking about real problems with problem solving.

Use manipulatives and technology such as tape recorders or calculators.

Are you a parent and somehow suspecting your child is suffering from dyscalculia?

Read these 9-Steps you can take to see if your child has dyscalculia: I'm Concerned My Child Might Have Dyscalculia. Now What? Published by understood.org.

And maybe you can relate and get an inspiration to this story of a parent raising a child with dyscalculia: 8 Things I Wish People Knew About Parenting a Child With Dyscalculia.

We are not affiliated with any of organizations mentioned in this article. But we admire their passion and dedication in helping parents and educators teach students with dyscalculia. We believe that it always takes a village to succeed in making each student with specific learning disability's own world a better place to live. Math may not be their favorite subject, but just maybe YOU can be their favorite person in the world for changing their lives in a better state.

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Understanding Students with Dyscalculia - Therapy Travelers

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Have you ever tried asking your students what their favorite subject is? If so, how many of them answered "Math?" "Math" might be a simple four-letter word but it evokes student's different emotions ranging from dislike and anxiety to phobia. While a few of them love and enjoy Math, there are also some that suffer ...

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The core difficulty involves word recognition and reading fluency, spelling, and writing. Some individuals with dyslexia manage to learn early reading and spelling tasks, especially with excellent instruction, but later experience their most debilitating problems when more complex language skills are required, such as grammar, understanding textbook material, and writing essays. People with dyslexia can also have problems with spoken language, even after they have been exposed to excellent language models in their homes and high quality language instruction in school. They may find it difficult to express themselves clearly, or to fully comprehend what others mean when they speak. Such language problems are often difficult to recognize, but they can lead to major problems in school, in the workplace, and in relating to other people. The effects of dyslexia reach well beyond the classroom.

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Click on the + button located in the lower right corner to add a comment to the WALL

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wants to share a topic from From Dyslexia in the Classroom called - Effective Reading Instruction - Multi-Sensory Structured Language Teaching page 11.

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From "Dyslexia in the Classroom": Social Emotional Connection

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From "Dyslexia in the Classroom": Social Emotional Connection

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Self Image: Researchers have learned that when typical learners succeed, they credit their own efforts for their success. When they fail, they tell themselves to try harder. However, when learners with dyslexia succeed, they are likely to attribute their success to luck. When they fail, they simply see themselves as stupid. Research also suggests that these feelings of inferiority develop by the age of 10. After this age, it becomes extremely difficult to help the child develop a positive self-image. This is a powerful argument for early intervention.
Stress and Anxiety:
Stress and anxiety increase when we’re in situations over which we have little or no control (e.g., a car going off the road, tripping on the stairs, reading in public). All people, young and old, can experience overwhelming stress and exhibit signs of anxiety, but children, adolescents, and adults with dyslexia are particularly vulnerable. That’s because many individuals do not fully understand the nature of their learning disability, and as a result, tend to blame themselves for their own difficulties. Years of self-doubt and self-recrimination may erode a person’s self-esteem, making them less able to tolerate the challenges of school, work, or social interactions and more stressed and anxious.